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IN NARRATIVE TEXT USING PICTURE SERIES

(An Action Research at the Eight Grade of SMP Negeri 2 Ampel

Boyolali in Academic Year 2011/2012)

Written by:

MartiasWahyuningImastuti

X 2209029

THESIS

Submitted to Teacher Training and Education Faculty of SebelasMaret

University as Partial Fulfillment of Requirement for the Undergraduate

Degree of Education

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2012


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ABSTRACT Martias Wahyuning Imastuti. X2209029WRITING ABILITY IN NARRATIVE TEXT USING PICTURE SERIES (AN ACTION RESEARCH AT THE EIGHT GRADE OF SMP NEGERI 2 AMPEL BOYOLALI IN ACADEMIC YEAR 2011 / 2012 ). Thesis, Surakarta : Teacher Training and Education Faculty of Sebelas Maret University, October 2012. writing ability of the eighth grade students of SMP Negeri 2 Ampel Boyolali. It is also aimed to find out the strengths and weakness of using picture series in the writing class. This research is a classroom action research, which is conducted in two cycles. In the first cycle there were two meetings and in the second cycle there were three meetings. Every cycle consisted of four steps; planning, implementing, evaluating, and reflecting. In collecting the data, the researcher used observation, interview, field notes, photographs and test. The tests were conducted before the action (pre test) and after the action (post test). The researcher analyzed the

after the action was conducted. The result of the research shows that there are positive improvements in

situation during the teaching learning process. The results of the tests improved, from the pre test (conducted before the action) to the post tests (conducted after the action). The mean scores of the test result are 56 for the pre test, 66.74 for the post test of cycle 1 and 70.2 for the post test in the second, and the final post test is 70.68. By seeing the picture series, the students get the idea about topics so that they can easily construct and generate the ideas into a narrative story based on the picture series given. They can also arrange better paragraphs based on the generic structure of narrative text. The strength of using pictures series in teaching writing is that they

d in joining the writing class, they paid much attention when the researcher explain about the picture series and they were also more confident when they were asked to write individually. However, the weakness of using picture series in writing class was that a few students still got difficulties in finding appropriate words with the correct spelling.


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APPROVAL OF CONSULTANTS

This thesis is approved by the consultants to be examined by the Board of

Thesis Examiners of Teacher Training and Education Faculty of Sebelas Maret

University.

Consultant I

Dr. Sujoko M.A

NIP. 195109121980031002

Consultant II

Drs. Suparno,M.Pd

NIP. 195111271986011001


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VALIDATION

This thesis has been examined by the Board of the Examiners of Teacher

Training and Education Faculty of Sebelas Maret University and accepted as

partial fulfillment of the requirements for achieving Undergraduate Degree of

Education in English.

Day :

Date :

The Board of Examiners:

1. Chairman Dewi Sri Wahyuni, S.Pd, M.Pd NIP. 197808182003122002 (......................................)

2. Secretary Drs. Muh. Asrori, M.Pd NIP. 196010151987021001 (......................................)

3. Examiner 1 Dr. Sujoko M.A NIP. 195109121980031002 (......................................)

4. Examiner 2 Drs. Suparno,M.Pd NIP. 195111271986011001 .

Teacher Training and Education Faculty

Sebelas Maret University

The Dean

Prof. Dr. M. Furqon Hidayatullah, M.Pd

NIP. 19600727 198702 1 001


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MOTTO


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DEDICATION

This thesis is dedicated to:

1. My beloved Mom and Dad, thanks for your care

,love and prayer for every time.

2. My big brother, big sister and my beautiful niece

who give me cheers in my life.

3. My special Culuun who always coloring my life,

hopefully we can reach our wishes together.

4. All my best friends in English Department UNS.


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ACKNOWLEDGEMENT

Praise be to Allah the Almighty who has given His blessing so that the

writer can finally finish this thesis as a partial fulfillment in achieving the

Undergraduate Degree of English Education.

The writer realizes that this thesis could not be completed without the help

and assistance from others. Therefore, in this occasion the writer would give her

appreciation to the individuals and institutions who have given her helps during

the process of writing so that this thesis is finally finished. She would like to

express her deepest gratitude to the following :

1. The Dean of Teacher Training and Education Faculty.

2. The Head of the Art and Language Education Department.

3. The Head of the English Department of Teacher Training and

Education.

4.

advice.

5.

and advice.

6. RR. Binarni, S.Pd, the Headmistress of SMP Negeri 2 Ampel Boyolali

for facilitating the writer in doing the research.

7. Arni Masrutti, Amd. Pd, the English teacher of class VIII A for his

collaboration in doing this research.

8. All of the students in class VIII A SMP Negeri 2 Ampel Boyolali for

participating well in this research.

9.

supporting; her big brother, big sister and beautiful niece for this

cheers; her special person for accompanying, supporting, coloring and

understanding in real life.


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10. Her lovely friends in English Department.

11. The last thank is for everyone who has taken part in her life story.

Surakarta, Oktober 2012

Martias Wahyuning Imastuti


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PRONOUNCEMENT

This is to certify that I myself write this thesis, entitled

STUD

PICTURE SERIES. (An Action Research at the Eight Grade Students of SMP

Negeri2AmpelBoyolali in Academic Year 2011/2012 It is not a plagiarism or

quotation, the

source ofwhich is listed on the bibliography.If then this pronouncement proves

false, I am ready to accept anyacademic punishment, including the withdrawal or

cancellation of my academicdegree.

Surakarta, 23 Oktober 2012

MartiasWahyuningImastuti X2209029


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TABLE OF CONTENT

i

ii

iii

iv

v

vi

vii

ix

x

xii

CHAPTER I INTRODUCTION

A. Background of The Study 1

B. 2

C. 3

D. 3

E. The Benefit of The Study 3

CHAPTER II REVIEW OF RELATED LITERATURE

A. Writing

1. 4

2. 5

3. 6

4. 6

B. Picture

1. 8

2. 9

C. 10

D. .. 10


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CHAPTER III RESEARCH METHODOLOGY

A. 11

B. 13

C. 13

D. 14

E. 16

F. The Technique of 17

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Introduction 19

B. Research Finding 20

C. Discussion ............................................................................ 35

CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTIONS

A. Conclusion 41

B. Implication 43

C. Suggestions 43

45

APPPENDICES


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LIST OF APPENDICES

47

Appendi . 81

114

115

Appendix 5. Pre 117

Appendix 6. Post 118

Appendix 7. Samples of Stu 119

121

124


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CHAPTER I

INTRODUCTION

A. Background of The Study

Language is as a means to convey ideas, opinions, and feeling among

people by oral or written ways. One of the languages which are often used as a

means of communication is English. It becomes a dominant language around the

world, and now more and more people use English as an international language.

In education, English is the first foreign language that is taught to the

children in the school. English is better taught to the students as early as possible

because it is a basic level for them to enter the next stages of education and

prepare them in facing global challenges too.

In this era, the frequency of using foreign language such as English,

German, and Japanese is increasing. English becomes the international language

and the first foreign language in Indonesia. Therefore, it will be an important thing

to us, as Indonesian people to learn and concern more on English.

The importance of learning English could be seen from the fact that most

books on sciences are written in English and the students are supposed to

comprehend those books. According to English curriculum, English teaching

covers four skills, namely reading, listening, speaking and writing. According to

Tarigan (1984: 1-3), English language skills has four components, i.e.; listening,

speaking, reading and writing skills. Of the four skills, writing is a skill which is

used to communicate indirectly, without face to face interaction.

Writing is one of the important skills to learn English, especially for

Indonesian students, and mostly Indonesian students face serious problem when

learn writing in school. Donn Byrne (1988:4) said that writing is essentially a

solitary activity and the fact that we are required to write on our own, without the

possibility of interaction or the benefit of feedback, in itself makes the act of

writing difficult. And according to the researcher one of reasons why many

students face difficulty in writing is because the students have to imagine first


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what they want to write. It will feel more difficult if students are in bad mood and

have no idea in their mind.

After the students imagine or think of what they want to write, they also

have to combine and arrange the words into sentences and some sentences into

paragraph which must have meaning and can be understood by the reader. This is

the other reason why students in Indonesia get difficulties in writing that could be

identified by the researcher.

To help students solved their problem in writing, the writer used picture

series when teaching writing. Picture series make them easier to get the ideas.

They do not need to imagine too long, that can waste their time. By looking at the

picture, first, students can develop their ideas in less time.

Based on the elaboration above, the writer is curious to know how to solve

er the

title:

RATIVE

TEXT USING PICTURE SERIES. (An Action Research at the Eight Grade

Students of SMP Negeri 2 Ampel Boyolali in Academic Year 2011/2012

B. The Statement of The Problem

Based on the background above, the writer formulates the problems as

follows:

1. What is the class situation like when the teacher implements picture series

in teaching writing?

2.

ability?

C. The Objective of The study

1) To know the class situation during the implementation of picture series in

teaching writing.


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2)

using picture series.

D. The Benefit of The Study

1) For the research subject, the study can improve the mastery of writing

subject and can write better.

2)

writing ability and become an input to choose the step and strategy for

teaching learning.

3) For the school, the study improves the teaching quality, especially media

and .

4) For the writer, the study gives

arranging a story by using series picture.


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CHAPTER II

REVIEW OF RELATED LITERATURE

A. WRITING

1. The Definition of Writing Ability

When we write, we use graphic symbols: that is, letters or combination of

letters which relate to the sounds we make when speak. According to Donn Byrne

(1988:1)

ust as speech is more than the production of sounds. The symbols have to be arranged, according to certain conventions, to form words, and words have to be

In http://www.HellenicComServe.com downloaded at July 4th 2011,

writing skills could be defined as the creation of original text using the individual

list of words to create sentences or stories, filling in the blank or practicing

handwriting.

According to Donn Byrne (1988: 2) writing is organizing the sentences

into a text, into a coherent whole which is as explicit as possible and complete in

itself that are able to communicate successfully with the readers through the

medium of writing.

Barli Bram (1995:7)says that writing means to try produce or reproduce

written message, it should have something meaningful to convey. To put the

messages successfully, the writer apply a number of writing strategies.

From the definitions above, it can be concluded that writing ability is

capacity of someone to produce written message from words, into sentences, into

text, into coherence whole where the readers can understand the meaning.


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2. Teaching Writing

Writing is considered as the language ability which is least to be acquired.

The teaching learning of writing ability in classroom has a little portion and even

tends to be slighted. Writing has some important roles in human life; either in

academic purposes or in other aspect of life.

a. Reason for Teaching Writing

The most important reason for teaching writing is that it is a basic

language ability. Byrne (1988:6 7) gave the reason of teaching writing

in the early stages. Writing serves a variety of pedagogical purposes as

follows:

1) The introduction and practice of some forms of writing enables the

learners to provide for different learning style and needs. Some

learners, especially those who do not learn easily through oral

practice alone, feel more secure if they are allowed to read and

write in the language. For such students, writing is likely to be an

aid to retention, if only because they feel more at ease an relaxed.

2) Written work serves to provide the learners with some tangible

evidences that they are making progress in the language. It is not

likely to be a true index of their attainment, but it satisfied a

psychological need.

3) Exposure to the foreign language through more than one medium

appears to be more effective than relying on a single medium

alone.

4) Writing provides variety in classroom activities. It increase the

amount of language contact through work that can be set out of

class.

5) Writing is often needed for formal and informal testing.


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3. Teaching Writing In Junior High School

Writing skills is one of the four English language skills in addition to

listening, speaking and reading. Writing skills include productive or produce other

than speaking skills. In http://smp3lembang.blogspot.com/2011/03/how-to-teach-

writing-skill-in-junior downloaded at July 4th2011 , writing learning in schools

has not been through the correct process. Teachers often delegate the task of

writing without giving proper steps to be able to produce good work.

Writing is not simply a matter of putting words together, it is a recursive

process, It is a process of revision and rewriting. Teaching writing means create a

pedagogy that helps students see writing as continuous process of Revising and

rewriting as They invent, plan, Their draft text.

4.

For students in junior high school, writing looks very difficult because the

students lack vocabulary and they do not have ideas on their mind, they do not

understand English grammar and they also lack practice. More over they have to

express their ideas in English, in foreign language, rather than their mother

tongue. They only will look their paper for many times without result.

According to Donn Byrne (1988:4 5) writing feels difficult as affected by

three problems: (1) Psychological problems, writing is essentially a solitary

activity and the fact that we are required to write on our own, without the

possibility of interaction or the benefit of feedback, in itself makes the act of

writing difficult; (2)Linguistic problems, we have to compensate for the absence

of these features: we have to keep the channel of communication open through our

own efforts and to ensure, both through our choice of sentence structure and by

the way our sentences are linked together and sequenced, that the text we produce

can be interpreted on its own; and (3) Cognitive problems, writing is learned

through a process of instruction: we have to master the written form of the

language and to learn certain structures which are less used in speech, or perhaps

not used at all, but which are important for effective communication in writing.


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We also have to learn how to organize our ideas in such a way that they can be

understood by a reader who is not present and perhaps by a reader who is not

known to us.

Table 1. The Scoring Writing Narrative Rubric

Aspects 6 10 11 15 16 20 21 25

Reasoning

Only a few

simple ideas Use simple ideas Developed ideas

Well developed,

interesting ideas

Very few

supporting

details

Some supporting

details

Sufficient

supporting

details

Many

descriptive

details

Communication

Unclear purpose The purpose is

somewhat clear Clear purpose

Clear purpose

and engaged the

reader

Limited

vocabulary

Some

vocabulary

A wide variety

of vocabulary

Extensive

vocabulary

Simple

sentences

A limited variety

of sentences

A variety of

sentences

A wide variety

of sentences

Organization

Has no clear

beginning,

middle, or

ending

Shows some

evidence of

beginning,

middle and

ending

Has clear

beginning,

middle and

ending

Flows smoothly,

progressing

logically from

the beginning to

the middle to the

ending

Unconnected

ideas and

details and have

no paragraph

structure

Includes ideas

and details that

are somewhat

connected with

paragraphs

Has sentences

that are linked

together

paragraphs

Has sentences

that are clearly

organized in

paragraphs


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Convention

Several

grammar

spelling and

punctuation

errors or

omissions

Several minor

grammar,

spelling or

punctuation

errors and

omissions

Only few

grammar,

spelling or

punctuation

errors and

omissions

Practically no

grammar,

spelling or

punctuation

errors and

omissions

Unsatisfactory

visual

presentation

Satisfactory

visual

presentation

Good visual

presentation

Excellent visual

presentation

(www.durham.edu.on.ca)

Based on the explanation above, writing ability in this research is an act of

putting the thoughts and feeling into a set of signs or symbols and putting them

onto paper which can be understood by the reader. And based on the scoring

writing narrative rubric, writing ability can be measured from 4 aspects, they are

reasoning, communication, organization and convention.

B. PICTURE

1. The Definition of Picture

Robert, Leslie and Walter (1992:5) say tha

definition, a printed text, an audiotape, a training device, a TV program,

ed

media.

In this research, the researcher used picture series to help teaching writing.

In http://www.brainyquote.com/words/pi/picture202820.html downloaded at July

4th 2011, picture is an image or resemblance; a representation, either to the eye or

to the mind; that which, by its likeness, brings vividly to mind some other thing;

as, a child is the picture of his father; the man is the picture of grief.


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Byrne (1988: 79) divides pictures into two kinds: single picture and

picture sequences. He says that single picture might show either one main event or

scene with a considerable amount of details and perhaps a number of events

taking place, as are commonly the cause in a wall picture. Meanwhile, picture

sequence, according to him, usually ranges from four to eight pictures and usually

tells a short of story or can be used to depict a process.

2. Writing Using Picture

For learners, picture is very important to help them learn, especially in

studying English. In their mind, English is difficult to understand without picture.

Picture makes English more interesting and helps students to understand difficult

words. In other words, picture can motivate students to study English.

According to Wright (1989:17) there are five roles for pictures in writing.

First, picture can motivate the students and make thempay attention and want to

take part. Second, pictures contribute to the context in which the language being

used. They bring the world into the classroom. Third, pictures can describe in an

objective way or respond to subjectively. Fourth, pictures can cue responses to

questions or cue substitutions through controlled practice. Finally, pictures can

stimulate and provide information to be referred to in storytelling.

C. RATIONALE

In learning a foreign language, students may think that writing is the

most difficult language skill to be learned since it tends to attach more importance

to correctness of every aspect of sentences (word choice, punctuation, and text

cohesion). The result of these difficulties is that the students try to avoid writing

and they do not try their best whenever they are asked to write.

However, writing is a basic language skill that must be learned by

students. Therefore, English teachers should find and use the ways that make

writing lesson easier. Learning writing will be easier for students if the teacher

focuses her goal on enabling students to communicate in ways that are flexible


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and meaningful for them. It means that the teacher should give chances to the

students to communicate something that is in accordance with their world.

So, by picture series, the students are expected to enjoy the teaching and

learning process in the classroom as it can increase their concentration or

attention. Therefore, a teacher should be able to motivate the students, as it is

important for the success of teaching. Motivation can be anything which is able to

make the students interested in learning activity.

D. HYPOTHESIS

Based on the rationale above, the writer proposes a hypothesis that picture

series can improve ability to write narrative text of eight year students of SMP

Negeri2AmpelBoyolali.


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CHAPTER III

RESEARCH METHODOLOGY

A. Research Method

The method used in this study is classroom action research. There are

some definitions of action research proposed by experts. Carr and Kemmis (1982 )

in Burns (1999:30 ) states that action research is simply a form of self reflective

enquiry undertaken by participants in social situation in order to improve the

rationally and justice of their own practices, their understanding of this practices

and the situations in which the practices are carried out.

While Mills ( 2000:6) defines action research as :

Any systematic inquiry conducted by teachers, researchers,

principals, school counselors, or other stakeholders in teaching or learning

environment, to gather information about the ways that their particular

school operate, how they teach, and how well their students learn. This

information is gathered with the goals of gaining insight, developing

reflective practice, effecting positive changes in the school environment

(and on educational practices in general), and improving students

outcomes and the lives of those involved.

Zubber Skerritt (1996:14) says that action research is ways of

investigating professional experience which link practice and the analysis of

practice into a single productive and continuously developing sequence, and

which link researchers and research participants into a single community of

interested colleagues. Furthermore, Wallace (1998:4) states action research is

training, or

management of an English department, or whatever it is the teacher does in ELT).

It is do

practice should be.


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In addition, Hopkins says that classroom research is an act undertaken by

teachers ei

assumptions f educational theory in practice.

Anne Burns ( 1999:30 ) suggests the characteristics of action research:

1. Action research is contextual, small scale and localized. It identifies and

investigates problem within a specific situation.

2. It is evaluative and reflective as it aims to bring about change and

improvement in practice.

3. It is participatory as it provides for collaborative investigation by teams of

colleagues, practitioners and researcher.

4. Changes in practices are based on the collection of information or data

which provides the impetus for changes.

While Kemmis and Mc Taggart (1988) in Nunan (1992:17) argue that the

three defining characteristics of action research are that it is carried out by

practitioners (for our purposes, classroom teachers) rather than outside

researchers; secondly, that it is collaborative; and thirdly, that is aimed at

changing things.

From the above definitions, it can be summarized that action research is a

systematic research done by the teachers, researcher, principals, school

counselors, administrator or other educational professionals to solve problems in

order to get better improvement.

In this research, the researcher aims to overcome the student

improving their writing ability. The researcher collaborates with the teacher in

implementing the action research. The researcher teaches writing in the

implementation of the action research. She discusses with the teacher about the

topic, the homework, exercises and the test items. The teacher watches and

observes the teaching learning process. The practical action the researcher used is

the technique using picture series.


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B. Research Setting

This classroom action research is carried out in SMP Negeri 2 Ampel

Boyolali which is located at Jl. Candi Ampel. This school consist of three grades

in which each grade consist of six classes. There are 18 classrooms, teacher office,

headmistress office, administration room, multimedia room, library, laboratories,

mosque, canteen, basketball yard and also parking area. Each classroom is

completed with some facilities which are set to support teaching learning process,

such as whiteboard, tables and chairs which are fit with the number of the

students, a te

The researcher is conducted through teaching learning process in the

classroom at the eighth grade students in the academic year of 2011/2012. This

research is held by implementing the use of picture series to

writing ability in generating and organizing ideas. Therefore, this research is

based on KTSP of SMP which is aimed to help the students able to communicate

in written a text correctly. The study is started from the beginning of February

2012.

C. Research Subject

The subjects of this study are the eighth grade students of SMP Negeri 2

Ampel Boyolali in the academic year of 2011/2012. The classroom of VIII A is

located behind the teacher office. There are 35 students consisting 15 boys and 20

girls in class of 8 A. This classroom is wide enough for 35 students.

The situation of VIII A is comfortable enough to study. It has good

lighting and quite silent.


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D. The Procedures of Action Research

In this classroom action research, each procedure takes some steps that form

one cycle. The procedures of action research in this research are as follows:

1. Identifying the problem

The problems are identified first before planning the action. In this

step, the researcher identifies the problems occurring in the class. The

problems refer to the factors causing the students difficult to improve their

writing ability. To identify the problem, the researcher observes the

teaching learning process, interviews and gives the pre test to the

students.

2. Implementing the action research

This research is conducted in two cycles. Each cycle uses picture

series as teaching media in writing activity.

According Kemmis and Mc Taggart, action research occurs

through a dynamic and complementary process, which consists of four

1999:32). These moments are the fundamental steps in a spiraling process

through which participants in an action research group undertake to:

a. Planning

It includes the following activities:

1) Preparing materials, making lesson plan and designing the steps in

doing the action.

2)

3) Preparing teaching aids (picture series)

4) Preparing sheets of classroom observation (to know the situation of

teaching learning process when the method or technique or mode

is applied)

5) Preparing a test.


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b. Action

The included activities were:

1) Giving pretest

2) Teaching in the classroom

3) Giving occasion to the students to ask any difficulties or problems

4) Asking the students some questions

5) Guiding students to do the task

6) Giving posttest

c. Observation

Observation is one of the instruments used in collecting data. The

learning

process occurs. The result of the observation are recorded on

observation sheets as useful data. The researcher helped by the teacher

d. Reflection

The result of the observation are analyzed to remember what have

happened and have been recorded. Meanwhile, the researcher

evaluates the teaching learning process during the implementation

phase. From this, self reflection can be done. And from the test, the

3. Doing Evaluation

The researcher makes an evaluation on the observation result to

find out the positive result and weaknesses during the action. To ensure

researcher gives the students pre test and post test. Pre test is held at the

implementing the action and post test is held at the end of every cycle to

After giving the test, the researcher analyzes the result of the test by

scoring it. In scoring the data of writing ability, the researcher uses rubric

evaluation of writing. The researcher also needs help from one who is


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regarded to have enough capability in scoring writing. The researcher ask

the English teacher in SMP Negeri 2 Ampel to be the second corrector. It

is done to minimize subjectivity of scoring.

E. The Technique of Collecting Data

In this study, the researcher uses observational and non observational

techniques for collecting action research data (Burns, 1999:79). Observational

techniques is used to find out the situation of teaching learning process when the

using the technique. Observational techniques used in this research are research

diaries or journals, notes or field notes and photographs. While non observational

techniques used in this research are in the form of writing tests, and interviews.

Non observational tools result in data that are essentially introspective, that is,

they invite personal and individual accounts of events, attitudes and beliefs.

Burns adds there are two roles of observation, namely non participant and

participant observation. Non participant observation means watching and

recording without personal involvement in research context. On the other hand,

participant observation involves entering the research context and observing

oneself as well as others in that context. The researcher became a member of the

context and participates in its culture and activities. In this research, the researcher

uses participant observation to get the data. The researcher enters the class as

teacher.


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F. The Technique of Data Analysis

After collecting the data, the next step of the study analyzing the data. The

data are analyzed by qualitative and quantitative data analysis.

1. Qualitative

The data of pre research observation report, research diaries, field

notes and the photographs of teaching learning process are analyzed by

constant comparative method. There are four stages of analyzing

classroom research data according to Becker in Hopkins (1985:107),

those are:

a. Selection and definition of concepts;

b. Frequency and distribution of concept;

c. Incorporation of findings into models;

d. Presentation of evidence and proof

2. Quantitative

In analyzing the test score of the written test, a statistical

test are analyzed in order to prove whether or not teaching writing

using picture ser

The formulas used to compute the mean score are:


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In which:

N = the number of sample

(Furchan, 2007: 226)


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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

D. Introduction

The research was conducted with the collaboration of the English

teacher of SMP Negeri 2 Ampel. In this research, the researcher acted as

practitioner who implemented teaching learning process in the classroom

and the English teacher was the observer and facilitator who observed the

teaching learning process from beginning until the end of the research. The

schedule of the research can be seen in the table 2.

Table 2. The schedule of the Research

Activities Date Purpose

Interview January, 21 st 2012 Identifyi

teaching writing

Observation January, 26 th 2012 Identifying the problems during

teaching learning process

Giving the first

questionnaire

January, 26 th 2012

writing

Pre test January, 28 th 2012

skill

Cycle 1 :

1 st meeting

2 nd meeting

February, 2 nd 2012

February, 4 th 2012

Implementing action plan

skill after the action

Cycle 2 :

1 st meeting

2 nd meeting

3rd meeting

February, 9 th 2012

February,11 th 2012

February, 16 th 2012



skill after the action

Giving the final February,18 th 2012


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Posttest prior writing skill after the action

Interview after the

action

February,23rd 2012

about the action

E. Research Finding

1. Identifying the Problem

To know the condition of English teaching learning activity, the

researcher conducted pre observation in class VIII A of SMP Negeri 2 Ampel

before the action was done. In this pre observation she found some problems

of writing skill. The students had the problems in writing a text because they

learned writing without using a good approach and treatment. They were just

asked to write a composition based on the topic that had been prepared in the

text for example the generic structure of the text, purposes and the language

features of the text.

The researcher also gave questionnaires to the students about

English writing in their class. Based on the questionnaires which were

completed in by eight grade students of SMP Negeri 2 Ampel, the researcher

found out some problems dealing with writing skill :

a. About 27% of students disliked English writing class, 5% students

much disliked English writing, 53% had neutral attitude, and only 15%

students liked English writing.

b. About 32% of students still found it difficult to generate ideas into

composition. Only 15% students agreed that generating ideas was

easy.

c. There was no student who agreed that writing a composition needs a

short time. 53% still needed very long time in composing paragraphs.

After finding the problems faced by the students in English class,

the researcher conducted a pre test. The pre test was done before doing the


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teaching learning process. The test was done in order to know the writing skill

of the students. The mean score of the students in the pre test was 56.

Based on the pre observation and pre test conducted by the

researcher, it was identified that the writing skill of the eight grade students in

SMP Negeri 2 Ampel was still low. It should be improved by implementing a

teaching technique which can overcome the problems. In implementing the

teaching learning process, the researcher used picture series to improve

d

organization of text.

2. Implementing The Action Research

a. Cycle 1

1) Planning

After finding the problems by the pre observation, pre test and

using questionnaires, the researcher made a plan to teach writing in

cycle 1. She prepared materials from internet and relevant books. She

planned for two meetings in cycle 1. She prepared a lesson plan for

every meeting. The researcher chose materials which are suitable with

the students. She chose a picture series which can be easily

understood by the students. The title of the picture series used in cycle

2) Action

In this cycle the researcher implemented the teaching technique

using picture series. There were two meetings in this cycle. She

prepared a lesson plan for every meeting.


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a) The First Meeting

The researcher conducted the first meeting on Thursday,

February 2nd 2012. She entered the class of VIII A. While entering

ause she had done it in

the pre test. She started teaching with some pre activities. She

gave some guided questions about some famous narrative stories,

such as Malin Kundang, Kancil Nyolong Timun, Cinderella, etc.

She asked orally to the students about the characters, setting and

event in that stories.

Then she asked about the picture series used. She introduced the

picture series which would be used in the next activities. The

researcher distributed the copy of picture series to the students.

Some of them had known about the story before. All of the

students looked at the picture series when it was being explained

by the researcher. After that, the researcher asked the students

whole part of the story. Because of the noise out of the class, so

again parts by parts. The students still paid attention to the picture

series. From the second explanation, the students could get the

message of the picture series. Next, the researcher guided the

students to learn the generis structure of the story in the picture

series (orientation, complication and resolution) by giving some

guiding questions. Some students actively answered the

resea

make groups of five and write declarative sentences using past

tense related to the story in the picture series. The researcher taught

about past tense then asked the students to start their task with

their own groups. The researcher went around the class to guide the


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students and help them solve the difficulties they faced. In the end

of the class, the researcher asked the students to submit their work

and closed the meeting.

b) The Second Meeting

The researcher came to the class on Saturday, February 4th 2012

for the second meeting. The researcher told that at that time they

would use the same picture series. They wanted to see the other

picture series. But the researcher ensured them to use the same

picture series for doing a different exercise from the last meeting.

Then, she explained the picture series to the students and asked

them to pay attention to it. They still paid attention to the picture

series from the beginning until the end. After they listened to the

asked them to make a full narrative text from orientation until

resolution. They did their own work in their own paper. Some

students still asked about some vocabularies to the researcher. As

usual, the researcher went around the class and helped the students

who faced difficulties in making their story. When the ball rang,

the researcher asked the students to submit their works. Finally,

she closed her teaching. And announced that this task would be a

post test 1.

3) Observation

a) The First Meeting

class because he was sick. The students of VIII A participated

actively in the researcher class. When the researcher explained

about the picture series, all of them paid close attention to the

picture series. It showed that the students had an interest to the


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picture series. But, when the researcher divided them into groups,

the students were very noisy. It took much time to get them in

groups.

They still had difficulties in constructing sentences in past tense.

It was proved by their works which had several errors in tense

They also still lacked of vocabularies. It was indicated by their

questions to the researcher. Almost all of the actions were about

vocabulary.

b) The Second Meeting

In this meeting, the students seemed to be reluctant when they

paid attention the picture series. When the researcher asked them to

make a full narrative story based on the picture series individually,

almost all of them complained. They seemed unconfident when

they were asked not to work in their group anymore. They did their

exercise only after the researcher asked them repeatedly. The

students were very noisy. They asked each other about their

writing. Some students still asked about the vocabulary to the

finished their story.

4) Reflection

After analyzing the observation result in the cycle one, the

researcher did reflection in order to evaluate the teaching and learning

The observation result showed that there were some improvements

achieved by the students after doing the action.

In cycle one, the mean score of the students writing increased. It

could be seen by comparing the result of the pre test and post test during

the implementation of the action. The mean score of the post test result


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given at the end of the cycle one was 66,74. It was better than the mean

score of the pre test which was done before the action (56).

Besides the improvement in their products of writing, there were also

learning process conducted in cycle 1, the students were more motivated in

writing. They were motivated because in every beginning of the class, they

listened to the explanation about the picture series which can give them

stimulus and make them relax because they are given topics to be

discussed. By the teaching learning process, there is also an improvement

longer text than before in a more organized text.

In this cycle, however the researcher still found some weaknesses of

the students in writing story. They had difficulties in vocabulary. It was

indicated by the fact that almost all of their questions were about

vocabulary. They sometimes used inappropriate words in their writing.

They also still found it difficult to change the past form of certain verbs,

especially the irregular verbs. Besides, some of them still got difficulties

in using the correct past tense form when they wrote sentences. The

ement and learning process at the

end of cycle 1 can be seen in table 3.

Table 3

Process at the End of Cycle 1

Data Sources Before the Action After the Actions of Cycle 1

Observations

Interviews

Questionnaires

1. Teaching Learning

Process

The students seemed

uninterested when they

were asked to write


Process

The students were

more enthusiastic in

joining writing class but

still afraid when they


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Some students paid

less attention to the

They spent so much

time in starting their task

when they were asked to

write

Some students made

noise in teaching learning

process

2. Writing skill

The students got

difficulties in generating

the ideas into the words

The students only

made few supporting

details when they made

the paragraphs

The students got

difficulties in organizing

the story

The students got stuck

in a point when writing

The students were

confused in starting their

were asked to write

individually

When they got a

picture series, the

students paid attention on

it

Most students could

start their task better and

involved in their group

actively

Some students still

talked each other and

made noise when they

were asked to work in

group

2. Writing skill

The students could

write the story in more

generated ideas

The students could

make longer paragraph

with sufficient supporting

details

The students could

organize their story

better

The students could

finish the story until the

end

The students could


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writing

The students got

difficulties in

constructing the past

sentences

The students were lack

of vocabulary, especially

the past terms of irregular

verbs

start their writing with

their writing with some

opening sentences

The students were still

careless about grammar


lack of vocabulary, also

in the past terms of

irregular verbs

Test The mean of the pre test : 56 The mean score of the

post test : 66,74

The problem to be solved :

ifficulties in organizing text

The low vocabulary mastery

The weaknesses which are identified :

The difficulties in using appropriate words (the low vocabulary mastery)

b. Cycle 2

1) Revised Plan

To solve the weaknesses in cycle 1, the researcher made a

revised plan to teach writing in cycle 2 based on the observation and

reflection on teaching learning process in cycle 1. The researcher gave

some materials of vocabulary in this cycle because in the previous cycle


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the students still lacked of vocabulary. The researcher also gave more

exercises about writing sentences with correct grammar. In this cycle, the

researcher planned to conduct three meetings which still focused on

writing by using picture series. The picture series chosen in this cycle was

is

cycle were almost the same as the previous cycle. The difference of both

was only in vocabulary exercises because in the result of cycle 1 the

students still lacked of vocabularies. A lesson plan was made by the

researcher for every meeting.

2) Action

In the second cycle, the researcher used the same technique in

teaching writing using picture series, but with different theme. This cycle

conducted in three meetings.

a) The Third Meeting

The third meeting was done on Thursday, February 9th 2012.

The researcher came to class VIII A with the English teacher. As

usual, the researcher opened her teaching learning process by

time, the researcher did some flashback about the narrative

materials which had been discussed in the previous meeting. The

researcher made a review about narrative text by guiding the

students to answer her questions. After that, the researcher focused

on one narrative type, that is a fairytale. The students were guided

to mention some examples of fairytales. The title of the picture

distributed the copy of picture series to the students and then

explained the parts of the picture one by one. All of the students

paid attention on it.


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The researcher explained the picture series twice. After the

activity ended, the students made some noise and discussed about

the picture series. Then the researcher guided the students to

mention the characters of the story, and some vocabulary related

with the picture series. After that, the researcher asked them to

make groups of five as usual and gave each group pieces of

students worksheet. The students were asked to do the exercises in

their group. The exercises in this meeting were about the

vocabulary. They were asked to find out the meaning of certain

vocabulary and also the past tense form of the verbs. After that,

each group should make some sentences used the vocabulary

mentioned before. When bell was ringing, the researcher asked

them to submit their worksheet.

b) The Fourth Meeting

On Saturday, February, 11th 2012 the researcher conducted the

fourth meeting. First of all, the researcher greeted the students and

oon

she reviewed the last meeting about the story in the picture series.

The researcher invited the students to see the picture series. The

picture series was still same with the picture series showed in the

third meeting. The students were interested in the picture series

the researcher reviewed the generic structure of the story and some

students participated actively. Then, the researcher asked the

students to be in their own group and gave them their worksheet. In

this meeting, each group were asked to make a story of fairytale

based on the picture series they seen. The researcher asked the

students to submit worksheet when the lesson was over.

c) The Fifth Meeting


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The researcher conducted the fifth meeting on Thursday,

February, 16th 2012. As soon as she entered the class, the

researcher opened the class and interviewed the previous lesson. In

this meeting, the researcher asked the students to write the a story

of fairytale based on the picture series they just seen individually,

not in group anymore. The students seemed confident when they

were asked to write individually. They did the exercise without

being asked by the researcher many times. They asked each other,

open the dictionaries, and even asked to the researcher and their

English teacher. The researcher guided them in constructing a

story. After the lesson was over, the students submit their work

and the researcher announced that next meeting would be the final

post test. Finally, she said good bye to them.

3) Observation

a) The Third Meeting

It seemed that the students were more interested in the picture

series of fairytale. The students paid close attention to picture

scussed it

with the friend beside him. The situation was condusive because

there was no noise outside the class so that the students could hear

it clearly. To solve the weakness of cycle 1, the researcher gave

some guidance in using vocabulary. She gave some vocabulary to

the students related to the story. In fact, the students were

enthusiastic in joining and responding to the lesson during teaching

learning process. They were also enthusiastic to do the exercises in

group because in this meeting the researcher gave more variation

in their exercises, not merely in writing a story but also the

vocabulary.


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b) The Fourth Meeting

In the fourth meeting the students still paid attention to the

the exercise to make a fairytale based on the picture series given.

They looked enthusiastic when discussing with their friends within

their group. But, sometimes they told each other about something

else. So, the researcher went around the class to guide and monitor

whether or not they were active in their group. Most of them were

active when they were asked to do the exercises. But some students

looked lazy and passive working in group.

c) The Fifth Meeting

When the researcher asked them some questions about the story,

most of them answered that they had understood the content of the

picture series. In this last meeting, the students seemed confident

when the researcher asked them to write individually. After the

researcher explained the picture series, they did write a fairytale

series given. The condition in the class was very noisy because of

4) Reflection and Evaluation

In cycle 2, the researcher found some improvements. The students

were motivated and interested in the teaching learning process. The

students were more enthusiastic in joining the class with the picture

series of fairytales. The picture series stimulated the students to make

narrative done more easily because they can imagine they flow of the

story in the picture series, then write it down on a paper. They also

had more confidence in writing individually after they saw the picture

series and paid attention to the resear

asked many times by the researcher, they did their task.


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The students were more able to use the past tense in sentences

correctly. It was shown by the s

Moreover, the test scores in cycle 2 showed significant

improvement. The mean score of the pre test was 66, while the mean

score of the post test in cycle 1 was 66,74 and the mean score of the

post test in cycle 2 was 70,2 while the mean score of final post test

learning process at the end of cycle 2 can be seen in table 4.

Table 4

Learning Process at the End of Cycle 2

Data sources After the action of cycle 1 After the action of cycle 2

Observations

Interviews

Questionnaires


Process

The students were more

enthusiastic in joining

writing class but still

afraid when they were

asked to write individually

When the picture series

was explained, the

students paid attention on

it

Most students could

star their task better and

involved in their actively


Process

The students were more

motivated and confident

to write individually after

seen the picture series

explanation

Some students discussed

actively about the picture

series in their own group

Most students could star

their task better without

wasting the time and

involved in their group

actively


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Some students still

talked each other and

made noise when they

were asked to work in

group

2. Writing skill

The students could

write a story in more

generated ideas

The students could

make longer paragraph

with sufficient supporting

details

The students could

organize their story better

The students could

finish their story until the

end

The students could star

their writing with

someone openings

sentences


careless about grammar

Some students focused on

their task and sometimes

asked questions to the

researcher and their

teacher in joint

construction session

2. Writing skill

The students could write

a story with more

detailed information

The students could make

longer paragraph with

sufficient supporting

details

The students could

organize their story better

from the beginning,

middle and ending

The students could finish

their story until the end

on time

The students could star

their writing with

someone openings

sentences in various ways

better

The students could make

past sentences better

Andrews were more

careful in constructing


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The students will still lack

of vocabulary, also in the

past terms of irregular

verbs

past sentences

The students could

change the verb 1 into

verb 2 in correct forms

and were able to use

appropriateness

vocabulary better

Test The mean score of the post test

1 : 66,74

The mean score of the

post test 2 : 70,2

The problems solved:

The difficulties in using appropriate words (the low vocabulary mastery)

The weakness which remains :

There were still few students who made some errors in using appropriate

words

From the observation done after to, the findings can be concluded as

follows:

1. attitude towards writing during the

teaching learning process indicated that the students were more motivated

and confident to write individually after saw the picture series and listened

icture

series in their own group; most students could start their task better


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without wasting time and got involved in their group actively, and some

students focused on their task and sometimes asked questions to the

researcher or their teacher in joint construction session. Meanwhile, few

students still made errors in using appropriate words.

2.

story with more detailed information, make longer paragraph with

sufficient supporting details, organize their story better from beginning,

middle and ending, finish their story until the end on time; the students

could make some opening sentences in various ways better, make past

sentences better and were more careful in constructing past sentences,

change the verbs 1 into verbs 2 in correct forms and were able to use

appropriate vocabulary better). In short, the students could write a

narrative text better. Then, the comparison also showed that there was a

significant improvement in student

F. Discussion

Overall, the result of the research showed that there were some

improvements. The findings of the result show positive improvements in

By doing mor

writing skill could improve. They could write a story with more detailed

information based on the picture series; they produced longer paragraph with

sufficient supporting details. The students could get the ideas and inspirations

to write a narrative text after they had seen the picture series and listened to

they could have something to write on their paper.

They could also make stories in good organization according to the

generic structure of narrative text. The students could produce writing in

well organized text consisted of orientation, complication and resolution.

They start their writing with opening sentences in variety of ways in the


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beginning of the story, such as;

etc. They

could use word transitions (time conjunction) to make their writing systematic

from beginning until the end of the story. The picture series could also guide

the students to write the story in good order because they present

systematically story line from the beginning, middle and ending. The picture

series contain simple stories that can be easily understood by the junior high

school students. By seeing the picture series and listening to the explanation

which contain simple stories, the students can easily write a good story.

Besides, the students could apply the appropriate tense in their writing.

In this action the researcher give the students enough opportunity to write, so

that the teaching learning focused on writing skill. Through this action, the

students could have more practices in writing narrative text using picture

series. They could create a better writing than before, including in

constructing the past sentences by using simple past tense. Some picture series

present the narrator in past tense, so that it can help the students to use the

appropriate tenses in their writing actively seeing the picture series and

listening the explanation. By the action, the students were also able to use

appropriate vocabulary. The students wrote correct spelling of the word used

in their writing. The students could also change the verb 1 into verb 2 in

mistakes were fewer than before.

The class situation in learning activities before the action research was

described as follows : some students were busy with themselves, especially

the students at the back rows. They did some other activities when starting

their writing such as talking with other students, day dreaming and drawing.

The improvement of the class situation shows that the students were

more motivated and confident when they were asked to write individually by

seeing the picture series and listening the explanation first. They did their

writing without being asked many times and did not complain anymore. By


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seeing the picture series, the students could spend shorter time when they

were asked to write and most of the students could finish their writing on

time. It is because the picture series could help them by presenting certain

topics which can be written down. Besides, the positive improvement can be

seen in the activeness of the students during the teaching learning process.

Some students discussed actively about the picture series in their own group

after they seen the picture series. The students also asked questions to the

researcher and their English teacher in joint construction session. In other

class improved.

The result of the tests also supported the positive improvements; the

mean score of the post test given in the end of cycle 1 was 66,74. It increased

10.74 points from the mean score of pre test given before the action. It means

skill. The researcher also

conducts the post test 2 at the end of the cycle 2. The result of the post test 2

post test 2 was 70,2. And the result of the final post test was 70,68.

Practically the use of picture series is an appropriate teaching

technique which can be implemented in the classroom. It also imply that

during the implementation of using picture series in teaching learning process,

there are some benefits for the students, as follows:

1.

narrative text easily and enjoyable. By using the narrative picture series,

they can easily know about social function and generic structure of

narrative text. Picture series give them knowledge about certain topics so

that they can easily construct and generate the ideas into a narrative story

based on the picture series given. They can also arrange better paragraphs

based on the generic structure of narrative text.

2. Pictur

lesson from the beginning until the end of lesson. Therefore, during


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teaching learning process, they follow all of activities conducted in class

well.

3.

class. Especially in writing, the students are more confident when they are

asked to make a story after seeing and understanding the picture series

because they can get some stimulus about certain topics from the picture

series they seen.

4.

interest. There are so many picture series with an attractive pictures and

story. By seeing and understanding the interesting picture series, the

students will get interest and motivation in involving actively to the

teaching learning process.

Table 5. The comparison between pre test, post test cycle 1, post test cycle

2 and final post test.

Name Pretest Posttest cycle 1 Posttest cycle 2 Posttest

Abdul Fatah 60 65 70 70

Abdul Latif 80 85 90 90

Adinnar Mufti 85 86 91 90

Adi Yulianto 55 68 70 74

Aditya Haryoko 65 80 88 77

Agus Indrawan 55 50 65 66

Aily Rahmawati 60 72 70 77

Aisyiyah Putri 54 55 65 64

Bella Eka 65 62 72 66

Bintari Listyani 65 70 72 75

Denny Tri Prasetyo 54 55 60 67


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Dhimas Wahyu W 50 66 58 66

Dimas Saputra 55 60 58 65

Dwi Ariyani

Dwi Riyanta

48

48

45

55

45

45

60

49

Erisa Ika Harjanti 60 75 85 73

Erna Ambarwati 80 84 90 88

Erni Ambarsari 60 75 85 88

Jefry Andara Putra 54 45 55 55

Johansyah Maryanto 48 60 55 54

Joko Sutarto 63 68 75 74

Kartika Dewi 62 75 70 75

Latifatul Muslikhan 40 72 70 70

Lestari Anggraeni 63 62 74 66

Oktiyani 48 80 90 85

Puji Rahayuningsih 48 68 72 62

Pujiati 45 62 68 64

Sinta Ratnaningsih 56 68 74 66

Siti Fatimah 57 64 68 65

Tri Agung Saputra 45 60 55 64

Tri Hartanto 48 65 68 67

Tuntun Putri Asih 48 70 72 80

Tutut Rina Hapsari 50 82 75 79

Vika Indriyani 57 65 68 63

Yesi Agustin 55 72 72 80

The average of the test 56 66,74 70,2 70,68


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CHAPTER V

CONCLUSION, IMPLICATION AND SUGGESTIONS

D. Conclusion

Based on the discussion in the previous chapter, the research

skill and class

situation. The findings are as follows:

1. The first finding is the

toward writing during the teaching learning process. The students

were more motivated and confident to write individually after using

picture series; some students discussed actively about the picture

series in their own group; most students could start their task better

without wasting the time and get involved in their group actively;

some students focused on their task and sometimes asked questions

to the researcher or their teacher in joint construction session.

Meanwhile, few students still made errors in using appropriate

words.

2.

students could write a story with more detailed information; the

students could make longer paragraph with sufficient supporting

details; the students could organize their story better from the

beginning, middle and final part; the students could finish their

story until the end on the lesson; the students could make sentences

in past tense better and were more careful; the students could

change the verb1 into verb 2 in correct forms and were able to use

appropriate vocabulary better. In short, the students could write a

narrative text well. And it also can be looked from the result score

of the students from the pre test (conducted before the action) to

the post tests (conducted after the action). The mean scores of the

test result are 56 for the pre test, 66.74 for the post test of cycle 1


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and 70.2 for the post test in the second, and the final post test is

70.68

Based on the research findings above, the researcher concludes that

teaching writing using picture series c

find it easier to generate and organize the ideas when they write. Pictures series

could give the students appropriate topics. They could write part by part on the

picture series so that they would produce systematic writing from beginning until

the end.

The second point to be concluded is that there are some strengths of

using picture series i

towards writing in the writing class situation during the teaching learning process.

By using picture series in the writing class, the students were more motivated in

joining the writing class. The picture series present clearly parts of picture, so the

students got the feeling of relax before they write their story. They were also more

confident when they were asked to write individually. However, there is still a

weakness of using picture series in writing class. Few students still got difficulties

in finding appropriate words with the correct spelling.

Generally, using picture series in writing class can improve

However, this

writing skill. It should be supported b

ness, etc. In order to achieve the maximum result

E. Implication

Based on the result of observation on the use of picture series, the

Practically, the use of picture series is an appropriate teaching technique enables


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the students to share their feeling and opinion about a certain topics. Before they

were taught by picture series, they just were taught by using text book of narrative

text. And the students have to make their own narrative story individually.

From this activity, the researcher can conclude the problems in

organizing the text; difficulties in constructing past sentences and very low in

vocabulary mastery. Based on the problems, the researcher using picture series to

solve the problems. Students seeing, understanding the picture series and listening

improvements in the

students get inspiration or ideas about what they will write down; the students

easily find some vocabulary and the students can arrange the story well.

Therefore, by using picture series in teaching learning process, especially in

F. Suggestions

The writer would like to give some suggestions related to this

research for teachers, students, institution of education and other researchers. The

suggestions can be put forward as follows:

1. The English teacher, especially the teachers who teach in Junior High

School, should create enjoyable situation in teaching learning process so

that the students can involves actively in class. They have to try teaching

writing using picture series. By doing this, the students are motivated in

joining the class and the important one is the students easily get idea for

writing.

2. The students should have a will and high motivation from themselves first

if they want to learn English. By using picture series, it can stimulate their

will and motivation in learning English. The students also actively and

enjoyable in English class.


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3. The Education Institution should provide facilities and media which can

support the teaching learning process. By using appropriate facilities and

media in class, teaching learning process can run more effectively. It can

also gain the

school.

4.

writing skill. It is expected that the result of this study can be used as

additional reference for further research conducted in the future in order to

create a better teaching learning process. They should also do a further

research to find out the weaknesses.


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BIBILIOGRAPHY

Bram, Barly. 1995. Write Well. Yogyakarta: Kanisius

Brookes, Arthur and Grundy, Peter. 1990. Writing for Study Purposes A

vidual Writing Skill. United

Kingdom: Cambridge University Press

Burns, Anne. 1990. Collaborative Action Research for English Language

Teacher. United Kingdom: Cambridge University Press.

Byrne, Don. 1977. Teaching Writing Skills New Edition. London: Longman

Freeman, Donald. 2007. Teaching Second Language Writing Interacting with

Text. United States of America: Heine & Heinle Publisher

Furchan, Arief. 2007. Pengantar Penelitian dalam Pendidikan. Surabaya: Usaha

Nasional.

Gagne, Robert. Briggs, Leslie and Wager, Walter. 1992. Principle of Instructional

Design: Harcourt Brace Jovanich College Press

Hopkins, David. 1983. Philadelphia:

Open University Press.

Mills, Geoffrey E. 2006. Action Research: A Guide for Teacher Research. New

Jersey: Prentice Hall Inc.

Nunan, David. 1992. Research Method in Language Learning. Cambidge:

Cambridge University Press.

Suharsimi, Arikunto. Suhardjono and Supardi. 2007. Penelitian Tindakan Kelas.

Jakarta: PT Bumi Aksara.

Sukardi. 2008. Metodologi Penelitin Pendidikan. Jakarta: PT Bumi Aksara.

Tarigan, H.G. (1984). Keterampilan Berbahasa dan Komponen komponennya.

Bandung. Angkasa

Wallace, Michael J. 1998. Action Research for Language Teachers. Cambridge:

Cambridge University Press.

Wright, Andrew. 1997. Picture for Language Learning. United Kingdom. United

Kingdom: Cambridge University Press.


commit to user

45

Zuber Skerritt, Orturn. 1996. New Directions in Action Research. London: The

Falmer Press

http://www.HellenicComServe.com, download in July 4, 2011

http://smp3lembang.blogspot.com/2011/03/how-to-teach-writing-skill-in-

junior.html, download in July 4, 2011

http://www.brainyquote.com/words/pi/picture202820.html, download in July 4,

2011

http://www.julianhermida.com/algoma/scotlactionresearch.html, download in July

6, 2011

2008. . New York:

Oxford University Press

2006. Standar Isi Mata Pelajaran Bahasa Inggris Sekolah

Menengah Pertama. Dirjen Pendidikan Dasar dan Menengah

2006. Silabus Bahasa Inggris KTSP SMP dan MTS Kelas 8

Semester 1 dan 2. Dirjen Pendidikan Dasar dan Menegah


commit to user

46


commit to user

47

47

SIL

AB

US

S

ekol

ah

: SM

P N

EG

ER

I 2 A

MP

EL

M

ata

Pe

laja

ran

: BA

HA

SA

IN

GG

RIS

K

elas

/ Sem

este

r : V

III (

Del

apan

) /1

(S

atu)

Sta

nd

ar

Ko

mp

ete

nsi

:

Men

de

ng

ark

an

1. M

em

aha

mi

mak

na

da

lam

pe

rca

kap

an

tran

saks

ion

al d

an

inte

rpe

rson

al s

ed

erh

an

a u

ntu

k b

eri

nte

raks

i de

ng

an

lin

gku

ng

an

seki

tar.

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k In

stru

me

n

Co

nto

h

Inst

rum

en

1.1

Me

resp

on

mak

na y

an

g

terd

apa

t d

ala

m

pe

rca

kapa

n

tra

nsa

ksio

na

l (to

get

th

ing

s d

on

e)

da

n

inte

rpe

rso

na

l (b

ers

osia

lisa

si)

sede

rha

na s

eca

ra

aku

rat,

lan

car,

da

n

be

rter

ima

un

tuk

be

rinte

raks

i de

ng

an

lin

gku

ng

an

seki

tar

yan

g

mel

ibat

kan

tin

dak

tutu

r:

mem

inta

, m

em

beri

, m

eno

lak

jasa

, m

emin

ta,

mem

ber

i, m

en

ola

k b

ara

ng

, m

en

gak

ui,

Per

caka

pan

sing

kata

n m

emua

t ung

kapa

n

ungk

apan

: A

: Le

t me

help

you

. B

: T

hank

you

so

muc

h.

A: C

an I

have

a b

it?

B: S

ure.

Her

e yo

u ar

e.

A

: Did

you

bre

ak th

e gl

ass?

B

: Yes

I di

d /

No,

it

A

: Wha

t do

you

thin

k of

th

is?

B: N

ot b

ad.

1.

Bra

inst

orm

ing

berta

nya

dan

men

jaw

ab te

ntan

g be

rbag

ai h

al te

rkai

t te

ma

topi

k ya

ng

akan

dib

icar

akan

. 2.

M

emba

has

kosa

kata

( no

un

phra

se, v

erb

phra

se, a

dver

b ph

rase

) tat

a ba

hasa

(kal

imat

se

derh

ana

tent

ang

taw

aran

jasa

, m

emin

ta s

esua

tu,

info

rmas

i fak

tual

, pe

ndap

at te

rkai

t m

ater

i per

caka

pan

. 3.

M

ende

ngar

kan

perc

akap

an y

ang

M

eres

pon

ungk

apan

mem

inta

, m

embe

ri, m

enol

ak

jasa

Mer

espo

n un

gkap

an m

emin

ta,

mem

beri,

men

olak

ba

rang

Men

gaku

i, m

engi

ngka

ri fa

kta

M

eres

pon

ungk

apan

mem

inta

da

n m

embe

ri pe

ndap

at

Tes

lis

an

Tes

lisa

n T

es li

san

Tes

lisa

n

Mer

espo

n se

cara

lis

an

Per

tany

aan

lisan

P

iliha

n ga

nda

Per

tany

aan

lisan

Res

pond

the

follo

win

g st

atem

ent

Q: L

et m

e he

lp y

ou

A:..

.....

Q: C

an I

have

a

bit?

A

: ....

......

. C

hoos

e th

e rig

ht

resp

onse

Q

: Did

you

bre

ak

the

glas

s?

a. Y

es, I

did

d. A

ll rig

ht

Q: W

hat d

o yo

u th

ink

of m

y ne

w

2

x 40

men

it

1. S

crip

t per

caka

p -

a

n 2.

Rek

aman

Per

caka

pan:

-

Cas

sette

-

Tap

e

R

ecor

der

- C

D

- C

D P

laye

r -

TV

3.

Gam

bar-

ga

mba

r/

bend

a te

rkai

t


commit to user

48

48

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k In

stru

me

n

Co

nto

h

Inst

rum

en

m

eng

ing

kari

fak

ta,

da

n

mem

inta

da

n m

em

be

ri

pe

nda

pa

t

1.2

Me

resp

on

mak

na y

an

g

terd

apa

t d

ala

m

pe

rca

kapa

n

tra

nsa

ksio

na

l (to

get

th

ing

s d

on

e)

da

n

inte

rpe

rso

na

l (b

ers

osia

lisa

si)

sede

rha

na s

eca

ra

aku

rat,

lan

car,

da

n

be

rter

ima

un

tuk

be

rinte

raks

i de

ng

an

lin

gku

ng

an

seki

tar

yan

g

Per

caka

pan

sing

kata

n m

emua

t ung

kapa

n

ungk

apan

: A

: Wou

ld y

ou c

ome

to

my

part

y?

but .

......

. A

; I d

o ag

ree

B; T

hank

s fo

r th

e su

ppor

t. A

; No

way

.... N

o pr

oble

m

A: Y

ou h

ave

beau

tiful

ha

ir.

B: T

hank

you

.

mem

uat u

ngka

pan-

ungk

apan

dal

am

mat

eri.

4.

Men

jaw

ab

perta

nyaa

n te

ntan

g is

i per

caka

pan.

5.

M

embe

ri re

spon

lis

an d

an tu

lis

terh

adap

ung

kapa

n ya

ng d

iden

gar.

1.

Mem

beri

resp

ons

lisan

Cur

ah

pend

apat

tent

ang

hal-h

al te

rkai

t to

pik/

ungk

apan

ya

ng a

kan

diba

has

2.

Mem

baha

s ko

saka

ta d

an ta

ta

baha

sa te

rkai

t top

ik

/ ung

kapa

n ya

ng

diba

has

3.

Men

deng

arka

n pe

rcak

apan

m

emua

t un

gkap

an

terk

ait m

arte

ri 4.

T

anya

jaw

ab

M

eres

pon

ungk

apan

m

engu

ndan

g,m

ene

rima,

dan

men

olak

aj

akan

Mer

espo

n un

gkap

an

men

yetu

jui /

tida

k m

enye

tuju

i

Mer

espo

n un

gkap

an m

emuj

i

Mer

espo

n un

gkap

an m

embe

ri se

lam

at

Tes

lisa

n

Isia

n

dres

s A

:.....

......

. W

rite

your

re

spon

se to

the

follo

win

g st

atem

ents

: 1.

Wou

ld y

ou g

o w

ith m

e to

the

mov

ie?

2. I

do a

gree

with

yo

u to

join

the

spee

ch c

onte

st

3. Y

ou h

ave

beau

tiful

hai

r.

4. Y

ou p

asse

d yo

ur

exam

s.

Con

grat

ulat

ions

.

2

x 40

men

it

1

Scr

ipt

perc

akap

an

2 R

ekam

an

perc

akap

an

3 T

ape

reco

rder

4

Gam

bar

yang

re

leva

n B

uku

teks

yan

g re

leva

n


commit to user

49

49

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k In

stru

me

n

Co

nto

h

Inst

rum

en

m

elib

atka

n ti

nda

k tu

tur:

m

eng

un

dan

g,

men

eri

ma

da

n m

en

olak

a

jaka

n,

men

yetu

jui/t

idak

m

enye

tuju

i, m

em

uji,

d

an

me

mb

eri s

ela

ma

t

A: H

appy

birt

hday

. B

: Tha

nk y

ou.

tent

ang

isi

perc

akap

an

5.

Tan

ya ja

wab

te

ntan

g fu

ngsi

dan

m

akna

ung

kapa

n da

lam

per

caka

pan


commit to user

50

50

Sta

nd

ar

Ko

mp

ete

nsi

:

Men

de

ng

ark

an

2.

Me

mah

am

i m

akn

a

da

lam

tek

s li

san

fun

gsi

on

al d

an

mo

no

log

pe

nd

ek s

ede

rha

na

be

rbe

ntu

k d

esc

rip

tive

da

n re

cou

nt

un

tuk

beri

nte

raks

i d

eng

an

lin

gku

nga

n s

eki

tar.

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k In

stru

me

n

Co

nto

h

Inst

rum

en

2.1

Me

resp

on

mak

na y

an

g

terd

apa

t d

ala

m t

eks

lisa

n f

un

gsi

ona

l pe

nde

k se

derh

ana

se

cara

a

kura

t, la

nca

r, d

an

b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

ga

n se

kita

r.

Tek

s fu

ngsi

oanl

pe

ndek

ber

upa

:

U

ndan

gan

C

onto

h:

Dea

r R

io,

I wan

t you

to c

ome

to

my

hous

e fo

r lu

nch

on

Sun

day

at 1

2 a.

m.

Tha

nks.

Mon

a C

iri k

ebah

asaa

n te

ks

fung

sion

al p

ende

k L

angk

ah re

torik

a te

ks:

- des

criptiv

e

(iden

tific

atio

n

desc

riptio

ns)

- reco

unt

( or

ient

atio

n ev

ents

)

1.

Tan

ya ja

wab

te

ntan

g be

rbag

ai

hal t

erka

it to

pik/

tem

a ya

ng

akan

dib

ahas

2.

M

emba

has

kosa

kata

yan

g te

rkai

t te

ma/

topi

k/un

dang

an (n

oun

phra

se,

verb

phr

ase)

3.

m

emba

has

ungk

apan

-un

gkap

an y

ang

serin

g m

uncu

l da

lam

und

anga

n:

- I w

ant y

ou to

co

me

t

o....

...

- P

leas

e co

me

to ..

...

- com

e

to

......

M

engi

dent

ifika

si

info

rmas

i yan

g te

rdap

at d

alam

teks

fu

ngsi

onal

pen

dek

beru

pa

unda

ngan

.

M

engi

dent

ifika

si c

iri

keba

hasa

an d

alam

te

ks fu

ngsi

onal

pe

ndek

ber

upa

U

ndan

gan.

T

es te

rtul

is

Mel

engk

api

rum

pang

C

ompl

ete

the

follo

win

g se

nten

ces

base

d on

the

text

yo

u he

ar

2

x 40

men

it

1. S

crip

t tek

s un

dang

an

2. R

ekam

an

unda

ngan

-

cass

ette

-

tape

rec

orde

r -

CD

-

CD

Pla

yer

- T

V

3. G

amba

r/ r

ealia

te

rkai

t tem

a/to

pik/

je

nis

teks


commit to user

51

51

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k In

stru

me

n

Co

nto

h

Inst

rum

en

2

.2 M

ere

spo

n m

akna

ya

ng

te

rdap

at

da

lam

m

ono

log

pe

nd

ek

sede

rha

na s

eca

ra

aku

rat,

lan

car,

da

n

be

rter

ima

un

tuk

be

rinte

raks

i de

ng

an

lin

gku

ng

an

seki

tar

da

lam

teks

be

rbe

ntu

k d

esc

rip

tive

da

n r

eco

un

t

- reorientatio

n

Tek

s lis

an b

erbe

ntuk

desc

riptiv

e

reco

unt

Lang

kah

reto

rika

teks

:

desc

riptiv

e (id

entif

icat

ion

de

scrip

tions

)

reco

unt (

or

ient

atio

n ev

ents

reor

ient

atio

n)

4.

Men

deng

arka

n te

ks fu

ngsi

onal

pe

ndek

(u

ndan

gan)

5.

m

enja

wab

pe

rtany

aan

tent

ang

berb

agai

in

form

asi y

ang

terd

apat

dal

am

teks

fung

sion

al,

unda

ngan

. 6.

M

ende

ngar

kan

cont

oh-c

onto

h un

dang

an la

inny

a da

ri te

man

. 7.

M

engi

dent

ifika

si

ciri

keba

hasa

an

teks

fung

sion

al

pend

ek :

unda

ngan

-

invi

tee

- oc

casi

on

- tim

e -

plac

e -

Invi

tor

1 E

liciti

ng k

osak

ata

terk

ait t

ema/

topi

k/

jeni

s te

ks

2 M

emba

has

tata

ba

hasa

terk

ait j

enis

te

ks y

ang

akan

di

baha

s

M

engi

dent

ifika

si

Info

rmas

i/mak

na

yang

terd

apat

da

lam

teks

be

rben

tuk

desc

riptiv

e da

n re

coun

t

Men

gide

ntifi

kasi

fu

ngsi

onal

dan

la

ngka

h re

torik

a te

ks d

eskr

iptif

dan

re

coun

t.

T

es li

san

Te

s tu

lis

Per

tany

aan

lisan

P

G

Ans

wer

the

ques

tions

ora

lly

base

d on

the

text

yo

u lis

ten

to

Cho

ose

the

best

op

tion

base

d on

the

text

you

hav

e lis

tene

d to

2

x 40

men

it

1 B

uku

teks

yan

g re

leva

n 2

Gam

bar

terk

ait

tem

a / t

opik

S

crip

t tek

s:

desc

riptiv

e /

reco

unt

4 R

ekam

an te

ks

5 T

ape

reco

rder

6

OH

P

7 Li

ngku

ngan

se

kita

r


commit to user

52

52

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k In

stru

me

n

Co

nto

h

Inst

rum

en

3

Men

deng

arka

n te

ks

mon

olog

de

scrip

tive

/ re

coun

t den

gan

topi

k te

rten

tu

4 M

enja

wab

pe

rtany

aan

tent

ang

berb

agai

info

rmas

i te

rkai

t tek

s ya

ng

dide

ngar

5

Men

jaw

ab

perta

nyaa

n te

ntan

g tu

juan

kom

unik

atif

teks

yan

g di

deng

ar


commit to user

53

53

Sta

nd

ar

Ko

mp

ete

nsi

:

Be

rbic

ara

3.

Me

ng

un

gkap

ka

n m

akn

a d

ala

m p

erca

kapa

n t

ran

saks

iona

l da

n in

terp

ers

on

al l

isa

n p

en

de

k se

derh

ana

un

tuk

be

rint

era

ksi d

eng

an

lin

gku

nga

n

seki

tar

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k In

stru

me

n

Co

nto

h

Inst

rum

en

M

en

gu

ngk

apka

n

mak

na

da

lam

p

erc

aka

pan

tr

an

saks

ion

al (

to g

et

thin

gs

do

ne

) d

an

in

terp

ers

on

al

(be

rsos

ialis

asi

) se

derh

ana

den

ga

n

men

gg

una

kan

ra

gam

b

aha

sa li

san

se

cara

a

kura

t, la

nca

r, d

an

b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

ga

n se

kita

r ya

ng

m

elib

atka

n ti

nda

k tu

tur:

m

emin

ta,

me

mbe

ri,

men

ola

k ja

sa,

mem

inta

, m

emb

eri,

me

no

lak

ba

ran

g,

me

ng

aku

i, m

eng

ing

kari

fak

ta,

da

n

mem

inta

da

n m

em

be

ri

pe

nda

pa

t

Per

caka

pan

sing

kata

n m

emua

t ung

kapa

n

ungk

apan

. A

; Let

me

help

you

. B

: Tha

nk y

ou s

o m

uch.

A

: Can

I ha

ve a

bit.

B

: Sur

e. H

ere

you

are.

A

: Did

you

bre

ak th

e gl

ass?

B

: Yes

, I d

id /

.

A: W

hat d

o yo

u th

ink

of

this

? B

: Not

bad

.

1.

Rev

iew

kos

akat

a da

n un

gkap

an-

ungk

apan

terk

ait

mat

eri d

an te

ma

2.

Tan

ya ja

wab

m

engg

unak

an

ungk

apan

-un

gkap

an te

rseb

ut

3.

Ber

mai

n pe

ran

mel

akuk

an

perc

akap

an y

ang

dise

diak

an g

uru

4.

Ber

mai

n pe

ran

mel

akuk

an

perc

akap

an

berd

asar

kan

situ

asi /

gam

bar

yang

dis

edia

kan

5.

Men

ggun

akan

un

gkap

an y

ang

tela

h di

pela

jari

dala

m r

eal l

ife

situ

atio

n

B

erta

nya

dan

men

jaw

ab te

ntan

g m

emin

ta,m

embe

ri,

men

olak

jasa

Ber

tany

a da

n m

enja

wab

tent

ang

mem

inta

,mem

beri,

m

enol

ak b

arag

Ber

tany

a da

n m

enja

wab

tent

ang

men

gaku

i, m

engi

ngka

ri fa

kta

B

erta

nya

dan

mem

beri

pend

apat

T

es li

san

Ber

mai

n pe

ran

C

reat

e a

dial

ogue

ba

sed

on th

e ro

le

card

s an

d pe

rfor

m

it in

fron

t of t

he

clas

s.

2

x 40

men

it

1. B

uku

teks

yan

g re

leva

n 2.

Gam

bar-

gam

bar

terk

ait t

ema

3. R

ealia

B

enda

sek

itar


commit to user

54

54

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k In

stru

me

n

Co

nto

h

Inst

rum

en

Me

mah

am

i da

n

mer

esp

on p

erc

aka

pa

n

tra

nsa

ksio

na

l (to

get

th

ing

s d

on

e)

da

n

inte

rpe

rso

na

l (b

ers

osi

alis

asi

) se

derh

ana

den

ga

n

men

gg

una

kan

ra

gam

b

aha

sa li

san

se

cara

a

kura

t, la

nca

r, d

an

b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

ga

n se

kita

r ya

ng

mel

ibat

kan

tin

dak

tutu

r:

men

gu

nda

ng

, m

ene

rim

a d

an

me

nol

ak

aja

kan

, m

enye

tuju

i/tid

ak

men

yetu

jui,

me

mu

ji,

da

n m

em

beri

se

lam

at

A: W

ould

you

com

e to

par

ty?

b

ut ..

......

. A

: I d

o ag

ree.

B

: Tha

nks

for

the

S

uppo

rt.

A: N

o, w

ay, .

.. . I

und

erst

and.

A

: You

hav

e be

autif

ul

h

air.

B

: Tha

nk y

ou.

A: H

appy

birt

hday

. B

; Tha

nk y

ou.

1.

Rev

iew

kos

akat

a te

rkai

t tem

a, to

pik

sebe

lum

nya

2.

M

empe

rken

alka

n ko

saka

ta b

aru

/ un

gkap

an-

ungk

apan

yan

g ak

an d

ibah

as

3.

Tan

ya ja

wab

m

engg

unak

an

ungk

apan

-un

gkap

an te

rkai

t m

ater

i 4.

M

eniru

kan

perc

akap

an y

ang

diuc

apka

n gu

ru

5.

Mel

akuk

an

perc

akap

an y

ang

dibe

rikan

6.

M

elak

ukan

tany

a ja

wab

m

engg

unak

an

ungk

apan

B

erta

nya

dan

men

jaw

ab te

ntan

g m

engu

ndan

g,

men

erim

a, m

enol

ak

ajak

an

B

erta

nya

dan

men

jaw

ab te

ntan

g m

enye

tuju

i.tid

ak

men

yetu

jui

B

erta

nya

dan

men

jaw

ab te

ntan

g m

emuj

i

Ber

tany

a da

n m

enja

wab

tent

ang

mem

beri

sela

mat

T

es li

san

B

erm

ain

pera

n

Cre

ate

a di

alog

ue

base

d on

the

role

ca

rds

and

perf

orm

it

in fr

ont o

f the

cl

ass.


commit to user

55

55

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k In

stru

me

n

Co

nto

h

Inst

rum

en


commit to user

56

56

Sta

nd

ar

Ko

mp

ete

nsi

:

Be

rbic

ara

4.

Me

ngu

ng

kap

ka

n

ma

kna

da

lam

te

ks

lisa

n fu

ng

sio

na

l da

n m

on

olo

g p

en

dek

sed

erh

an

a y

an

g b

erb

en

tuk

de

scri

ptiv

e d

an

reco

un

t u

ntu

k b

erin

tera

ksi d

en

ga

n li

ngk

ung

an

se

kita

r

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k In

stru

me

n

Co

nto

h

Inst

rum

en

4.1

.M

en

gu

ngk

apka

n

mak

na

da

lam

be

ntu

k te

ks li

san

fun

gsi

on

al

pe

nde

k s

ed

erh

an

a d

eng

an

me

ngg

un

aka

n

rag

am

ba

hasa

lisa

n

seca

ra a

kura

t, la

nca

r,

da

n b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

ga

n se

kita

r

Tek

s fu

ngsi

onal

pen

dek

beru

pa :U

ndan

gan

1.

Men

deng

arka

n te

ks fu

ngsi

onal

pe

ndek

: und

anga

n 2.

T

anya

jaw

ab

tent

ang

isi t

eks

3.

T

anya

jaw

ab

tent

ang

stru

ktur

te

ks

4.

Mem

buat

kal

imat

se

derh

ana

terk

ait

jeni

s te

ks b

entu

k un

dang

an

- I w

ant t

o co

me

to...

. -

Ple

ase

com

e to

...

.....

5.

Ber

latih

m

engu

ndan

g se

seor

ang

sec

ara

lisan

m

engg

unak

an

gam

bit-

gam

bit

tert

entu

C

onto

h:

A: H

i Guy

s, I

wan

t

M

engu

ngka

pan

seca

ra li

san

teks

fu

ngsi

onal

pen

dek

berb

entu

k un

dang

an.

C

onto

h:

Dea

r R

io,

I w

ant y

ou to

com

e to

my

h

ouse

for

lunc

h on

Sun

day

at

12 a

.m.

Tha

nks.

Mon

a

Ber

tany

a da

n m

enja

wab

sec

ara

lisan

ber

baga

i in

form

asi

tent

angt

eks

fung

sion

al p

ende

k be

rben

tuk

unda

ngan

T

es li

san

P

erfo

rman

ce

In

vite

you

r frie

nd t

o co

me

to y

our

bith

day

part

y or

ally

!

2

x 4

0 m

enit

1. B

uku

teks

yan

g re

leva

n 2.

Gam

bar

terk

ait

tem

a/to

pik

3. B

enda

-ben

da

seki

tar


commit to user

57

57

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k In

stru

me

n

Co

nto

h

Inst

rum

en

4

.2.

Me

ng

un

gkap

kan

m

akn

a d

ala

m m

on

olo

g

pe

nde

k se

de

rha

na

d

eng

an

me

ngg

un

aka

n

rag

am

ba

hasa

nis

ta

seca

ra a

kura

t, la

nca

r,

da

n b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

ga

n se

kita

r d

ala

m te

ks b

erb

en

tuk

de

scri

ptiv

e d

an

rec

ou

nt

1. T

eks

pend

ek

berb

entu

k r

ecou

nt

2.

inf

orm

asi f

aktu

al

- in

form

asi r

inci

-

gaga

san

utam

a -

gaga

san

pend

ukun

g da

lam

te

ks p

ende

k be

rben

tuk

reco

unt

3.

Ciri

keb

ahas

aan

teks

re

coun

t

you

all t

o

co

me

to m

y bi

rthd

ay p

arty

.

Whe

n?

A: T

omor

row

, at

4.00

6.

S

ecar

a be

rpas

anga

n at

au

dala

m k

elom

pok

men

gung

kapk

an

unda

ngan

be

rdas

arka

n ko

ntek

s/si

tuas

i ya

ng d

iber

ikan

7.

S

ecar

a m

andi

ri m

engu

ngka

pkan

un

dang

an li

san

1.

T

anya

jaw

ab

1.

Ber

tany

a da

n m

enja

wab

ber

baga

i in

fmas

i sec

ara

lisan

da

lam

teks

pen

dek

berb

entu

k :

- Rec

ount

2.

M

elak

ukan

m

onol

og p

ende

k da

lam

ben

tuk

re

coun

t

T

es li

san

Tes

lisa

n

P

erfo

rman

ce

T

hink

of a

n ac

tivity

or

eve

nt th

at

happ

ened

to y

ou

yest

erda

y an

d te

ll us

abo

ut it

.

4

x 40

men

it

1. B

uku

teks

yan

g re

leva

n 2.

Kor

an/m

ajal

ah

3. G

amba

r per

istiw

a


commit to user

58

58

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k In

stru

me

n

Co

nto

h

Inst

rum

en

berb

agai

hal

te

rkai

t top

ik

tert

entu

(

peris

tiwa,

ke

jadi

an,

peng

alam

an )

2.

M

enge

mba

ngka

n ko

saka

ta, t

ata

baha

sa te

rkai

t to

pik

/ jen

is te

ks

reco

unt

3.

Men

gide

ntifi

kasi

ke

jadi

n, p

eris

tiwa,

pe

ngal

aman

yan

g pe

rnah

dia

lam

i m

elal

ui ta

nya

jaw

ab

4.

Mel

akuk

an

mon

olog

dal

am

bent

uk r

ecou

nt


commit to user

59

59

Sta

nd

ar

Ko

mp

ete

nsi

:

Mem

ba

ca

5.

Me

ma

ham

i ma

kna

te

ks tu

lis f

ung

sio

na

l d

an

ese

i pe

nd

ek s

ede

rha

na

be

rbe

ntu

k d

esc

rip

tive

da

n r

eco

un

t ya

ng

be

rka

itan

de

ng

an

lin

gku

ng

an

se

kita

r

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k I

nst

rum

en

C

on

toh

In

stru

me

n

Me

mba

ca n

yari

ng

be

rmak

na

te

ks tu

lis

fun

gsi

on

al d

an

e

sei

be

rbe

ntu

k d

esc

rip

tive

d

an

reco

un

t p

en

dek

da

n se

derh

ana

d

eng

an

uca

pa

n,

teka

na

n d

an

into

nasi

ya

ng

ber

teri

ma

yan

g

be

rka

itan

de

nga

n

ling

kun

ga

n se

kita

r

Me

resp

on

mak

na

d

ala

m te

ks t

ulis

fu

ng

sio

na

l pe

nd

ek

sede

rha

na s

eca

ra

aku

rat

lan

car

da

n

be

rter

ima

ya

ng

be

rka

itan

de

nga

n

ling

un

ga

n s

eki

tar

Tek

s fu

ngsi

onal

pen

dek

beru

pa: U

ndan

gan

Mak

na g

agas

an

1.

Bra

in s

torm

ing

tent

ang

berb

agai

ha

l ter

kait

teks

fu

ngsi

onal

pen

dek

berb

entu

k

2.

Men

deng

arka

n un

dang

an y

ang

diba

caka

n ol

eh

guru

/tem

an

3.

mem

baca

nya

ring

teks

fung

sioa

nl

pend

ek te

ntan

g un

dang

an

4.

men

jaw

ab

perta

nyaa

n te

ntan

g is

i tek

s fu

ngsi

onal

pen

dek

5.

M

enye

butk

an

tuju

an k

omun

ikat

if te

ks fu

ngsi

onal

pe

ndek

6.

Men

jwab

M

emba

ca d

enga

n ny

arin

g da

n be

rmak

na te

ks

fung

sion

al p

ende

k be

rben

tuk

unda

ngan

Men

gide

ntifi

kasi

be

rbag

ai in

form

asi

dala

m te

ks

fung

sion

al p

ende

k be

rben

tuk

unda

ngan

Men

gide

ntifi

kasi

fu

ngsi

sos

ial t

eks

fung

sion

al p

ende

k be

rben

tuk

unda

ngan

Men

gide

ntifi

kasi

ciri

ke

baha

saan

teks

fu

ngsi

onal

pen

dek

berb

entu

k un

dang

an

T

es li

san

T

es te

rtul

is

T

es tu

lis

M

emba

ca

nyar

ing

U

raia

n

PG

R

ead

the

the

text

al

oud

and

clea

rly.

Ans

wer

the

fo

llow

ing

ques

tions

ba

sed

on th

e te

xt

C

hoos

e th

e be

st

optio

n ba

sed

on th

e

2 x

40 m

enit

4

x 40

men

it

1.

Buk

u te

ks y

ang

rele

van

2. G

amba

r te

rkai

t te

ma/

topi

k 3.

Ben

da-b

enda

se

kita

r

1. B

uku

teks

yan

g


commit to user

60

60

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k I

nst

rum

en

C

on

toh

In

stru

me

n

Mer

espo

n m

akna

dan

la

ngka

h re

torik

a da

lam

es

ei p

ende

k se

derh

ana

seca

ra a

kura

t, la

ncar

da

n be

rter

ima

yan

g be

rkai

tan

deng

an

lingk

unga

n se

kita

r da

lam

teks

ber

bent

uk

desc

riptiv

e da

n re

coun

t

Mak

na te

kstu

al d

alam

te

ks d

escr

iptiv

e d

an

reco

unt

Lan

gkah

reto

rika

teks

de

scrip

tive

dan

reco

unt

Tuj

uan

kom

unik

atif

teks

des

crip

tive

dan

reco

unt

Ciri

keb

ahas

aan

teks

de

scrip

tive

dan

reco

unt

perta

nyaa

n te

ntan

g ci

ri ke

baha

saan

teks

fu

ngsi

onal

pen

dek

1.

T

anya

jaw

ab

berb

agai

hal

te

rkai

t tem

a/to

pik

baca

an

2.

Rev

iew

kos

akat

a da

n ta

taba

hasa

te

rkai

t jen

is te

ks

desc

riptiv

e/re

coun

t 3.

M

emba

ca te

ks

desc

riptiv

e/re

coun

t 4.

M

enja

wab

pe

rtany

aan

tent

ang

info

rmas

i ya

ng te

rdap

at

dala

m te

ks

5.

Men

jaw

ab

perta

nyaa

n te

ntan

g tu

juan

ko

mun

ikat

if td

an

lang

kah

reto

rika

teks

de

scrip

tive/

reco

unt

6.

Men

yebu

tkan

ciri

-ci

ri ke

baha

saan

M

akna

gag

asan

Mak

na te

kstu

al

dala

m te

ks

desc

riptiv

e da

n re

coun

t

Lang

kah

reto

rika

teks

des

crip

tive

dan

reco

unt

T

ujua

n ko

mun

ikat

if te

ks d

escr

iptiv

e da

n re

coun

t

Ciri

keb

ahas

aan

teks

des

crip

tive

dan

reco

unt

T

es li

san

M

emba

ca

nyar

ing

text

.

R

ead

the

text

al

oud.

re

leva

n 2.

Kor

an/m

ajal

ah

3. G

amba

r pe

ristiw

a/te

mp

at

4. L

ingk

unga

n se

kita

r


commit to user

61

61

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

Ind

ika

tor

Pe

nila

ian

A

loka

si

Wa

ktu

S

um

be

r

Be

laja

r T

ekn

ik

Be

ntu

k I

nst

rum

en

C

on

toh

In

stru

me

n

teks

yan

g di

baca

7.

M

emba

ca n

yarin

g da

n be

rmak

na

teks

de

scrip

tive/

reco

unt


commit to user

62

62

Sta

nd

ar

Ko

mp

ete

nsi

:

Men

uli

s

6.

Me

ng

un

gka

pka

n

ma

kna

da

lam

te

ks t

ulis

fu

ng

sio

na

l da

n e

sei p

end

ek

sed

erh

an

a b

erb

en

tuk

de

scri

ptiv

e,

da

n re

cou

nt

un

tuk

beri

nte

raks

i d

eng

an

lin

gku

nga

n s

eki

tar

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

Inst

rum

en

C

on

toh

In

stru

me

n

6.1

. Me

ng

un

gkap

kan

m

akn

a d

ala

m b

ent

uk

teks

tu

lis f

un

gsio

na

l p

end

ek

sed

erh

an

a

de

nga

n m

en

ggu

na

kan

ra

ga

m b

aha

sa t

ulis

se

cara

aku

rat,

lan

car

da

n b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

ga

n se

kita

r

6.2

. Me

ng

un

gkap

kan

m

akn

a d

an

lan

gka

h

reto

rika

da

lam

ese

i p

end

ek

sed

erh

an

a

de

nga

n m

en

ggu

na

kan

ra

ga

m b

aha

sa t

ulis

se

cara

aku

rat,

lan

car

Tek

s fu

ngsi

onal

pen

dek

ber

upa

: -

Und

anga

n

- P

engu

mum

an

- P

esan

Sin

gkat

T

eks

rum

pang

be

rben

tuk

-

desc

riptiv

e

-

reco

unt

Kal

imat

aca

k

1.

Tan

ya ja

wab

be

rbag

ai h

al

terk

ait t

ema/

topi

k te

ks fu

ngsi

onal

ya

ng a

kan

diba

has

2.

Pen

guat

an

kem

bali

kosa

kata

da

n ta

ta b

ahas

a te

rkai

t jen

is te

ks

fung

sion

al

3.

Men

ulis

kal

imat

se

derh

ana

terk

ait

jeni

s te

ks

4.

Men

ulis

teks

fu

ngsi

onal

pen

dek

berd

asar

kan

kont

eks

1.

Rev

iew

ung

kapa

n-un

gkap

an y

ang

men

desk

ripsi

kan

bend

a, o

rang

ata

u

M

elen

gkap

i ru

mpa

ng te

ks

fung

sion

al p

ende

k

Mey

usun

kat

a m

enja

di te

ks

fung

sion

al y

ang

berm

akna

Men

ulis

teks

fu

ngsi

onal

pen

dek

M

elen

gkap

i ru

mpa

ng te

ks e

ssai

pe

ndek

ber

bent

uk

desc

riptiv

e

T

es tu

lis

T

es tu

lis

Tes

tulis

E

ssay

C

ompl

etio

n Ju

mbl

ed

sent

ence

s

1.

Writ

e si

mpl

e se

nten

ces

base

d on

the

situ

atio

n gi

ven.

2.

Writ

e an

in

vita

tion/

an

anno

unce

men

t /

mes

sage

bas

ed

on th

e si

tuat

ion

give

n.

Com

plet

e th

e pa

ragr

aph

usin

g th

e su

itabl

e w

ords

. R

earr

ange

the

2

x 40

men

it 4

x 40

men

it

1. B

uku

teks

yan

g re

leva

nCon

toh

unda

ngan

, pe

ngum

uman

, S

MS

2.

Gam

bar

yang

re

leva

n 1.

Buk

u te

ks y

ang

rele

van

2. G

amba

r te

rkai

t te

ma/

topi

k 3.

Ben

da-b

enda

se

kita

r


commit to user

63

63

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

P

em

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

Inst

rum

en

C

on

toh

In

stru

me

n

da

n b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

ga

n se

kita

r d

ala

m t

eks

berb

entu

k d

esc

rip

tive

da

n

reco

un

t

tem

pat.

2.

Men

ulis

kal

imat

ya

ng

men

desk

ripsi

kan

bend

a, te

mpa

t, or

ang

atau

bi

nata

ng

berd

asar

kan

gam

bar/

real

ia.

3.

Mel

engk

api

rum

pang

dal

am

teks

des

krip

tif

deng

an k

ata

yang

te

pat.

4.

Men

yusu

n ka

limat

ac

ak m

enja

di te

ks

desk

riptif

yan

g te

rpad

u.

5.

Mem

buat

dra

ft te

ks d

eskr

iptiv

e se

cara

man

diri.

6.

M

enge

kspo

s te

ks

desc

riptiv

e ya

ng

ditu

lis d

i kel

as.

M

enyu

sun

kalim

at

men

jadi

teks

yan

g be

rmak

na d

alam

be

ntuk

des

crip

tive

Men

ulis

teks

ess

ai

dala

m b

entu

k de

scrip

tive

.

Tes

tulis

Ess

ay

follo

win

g se

nten

ces

corr

ectly

. W

rite

an

essa

y de

scrib

ing

som

ethi

ng o

r a

cert

ain

plac

e.


commit to user

64

64

Men

geta

hui

Boy

olal

i, 14

Jul

i 201

1 K

epal

a SM

P N

EG

ER

I 2 A

MPE

L

Gur

u M

ata

Pela

jara

n,

RR

. BIN

AR

NI,

S.Pd

A

rni M

asru

tti, A

md.

Pd

NIP

. 19

6209

0319

8511

2001

NIP

. 195

9060

2197

9032

001


commit to user

65

65

SIL

AB

US

S

ekol

ah

: SM

P 2

Am

pel

Ma

ta P

ela

jara

n

: Bah

asa

Ingg

ris

Kel

as/ S

emes

ter

: VIII

(D

elap

an )

/ 2

(Dua

) S

tand

ar

Ko

mpe

tens

i : M

ende

ngar

kan

7.

Me

mah

am

i m

akn

a

dala

m p

erc

aka

pa

n tr

ansa

ksio

na

l da

n in

terp

ers

ona

l pen

de

k se

de

rha

na

un

tuk

ber

inte

raks

i d

eng

an

lin

gku

nga

n s

eki

tar

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

M

ere

spo

n m

akna

ya

ng

te

rda

pa

t d

ala

m

pe

rca

kapa

n

tra

nsa

ksio

na

l (to

get

th

ing

s d

on

e)

da

n

inte

rpe

rso

na

l (b

ers

osia

lisa

si)

pen

de

k se

derh

ana

se

cara

a

kura

t, la

nca

r, d

an

b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

ga

n te

rdek

at

yan

g m

elib

atk

an

tind

ak

tutu

r: m

em

inta

, m

emb

eri,

me

no

lak

jasa

, m

em

inta

, m

emb

eri,

me

no

lak

Pe

rca

kap

an y

an

g

mem

uat

un

gka

pan

-u

ngk

ap

an

be

riku

t: A

: C

an

yo

u h

elp

me

to

...?

B

: N

o P

rob

lem

/ I

wa

nt

to,

bu

t ...

A

: D

o y

ou

like

it?

B:

Ye

s I

do

A

: H

ave

yo

u d

on

e it

? B

: S

orr

y, I

ha

ven

t

go

od?

B

: I

thin

k so

/ S

orr

y, I

1.

Elic

itin

g k

osa

kata

te

rka

it to

pik

ya

ng

a

kan

dib

ah

as (

no

un

, ve

rb,

adj

ect

ive

, a

dve

rb)

2.

Me

ne

ntu

kan

mak

na

ka

ta d

an

m

eng

gu

naka

nn

ya

da

lam

ka

limat

3

. M

en

de

nga

rka

n g

uru

d

an

me

nir

uka

n u

ngk

ap

an

-un

gka

pan

te

rka

it m

ate

ri

4.

Me

nd

en

gark

an

pe

rca

kapa

n t

en

tan

g

mat

eri

terk

ait

5.

Me

nja

wa

b b

erb

ag

ai

M

ere

spo

n u

ng

kap

an

mem

inta

,mem

be

ri,

men

ola

k ja

sa

M

ere

spo

n u

ng

kap

an

mem

inta

, m

em

beri

, m

eng

ing

kari

in

form

asi

Me

resp

on

un

gka

pan

m

emin

ta,m

emb

eri,

m

eno

lak

pen

da

pat

Me

resp

on

un

gka

pan

m

emin

ta,m

en

erim

a,

men

ola

k ta

war

an

T

es

tert

ulis

T

es

lisan

Is

ian

sin

gka

t Ja

wa

ban

si

ng

kat

L

iste

n t

o t

he

exp

ress

ion

an

d w

rite

yo

ur

resp

on

se to

it.

Lis

ten

to

th

e e

xpre

ssio

n a

nd

giv

e y

ou

r re

spo

nse

to it

.

4

x 4

0 m

en

it

1. S

crip

t per

uku

te

ks y

ang

rele

van

2. R

ekam

an

perc

akap

an

3. T

ape

reco

rder

4.

CD

5.

CD

pla

yer

6. g

amba

r 7.

Ben

da s

ekita

r 8.

mod

el b

enda


commit to user

66

66

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

b

ara

ng

, d

an m

em

inta

, m

emb

eri d

an

m

eng

ing

kari

info

rmas

i, m

emin

ta,

me

mbe

ri,

dan

m

eno

lak

pen

da

pat

, d

an

men

aw

ark

an

/

men

eri

ma

/ m

eno

lak

sesu

at

M

ere

spo

n m

akna

ya

ng

te

rda

pa

t d

ala

m

pe

rca

kapa

n

tra

nsa

ksio

na

l (to

get

th

ing

s d

on

e)

da

n

inte

rpe

rso

na

l (b

ers

osia

lisa

si)

pen

de

k se

derh

ana

se

cara

a

kura

t, la

nca

r, d

an

b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

ga

n te

rdek

at

yan

g m

elib

atk

an

tind

ak

tutu

r: m

em

inta

, m

emb

eri p

ers

etu

jua

n,

A:

Wo

uld

yo

u li

ke s

om

e..

. B

: Y

es,

ple

ase

/ N

o,

tha

nks

Pe

rca

kap

an y

an

g

mem

uat

un

gka

pan

-u

ngk

ap

an

be

riku

t: A

: W

ha

t if

it I

do

it a

ga

in.

B:

Fin

e,

with

me

. A

: I

hav

e t

o g

o n

ow

. B

: D

o y

ou

ha

ve to

?

A:

....

.....

. B

: R

igh

t /

I se

e /

Hm

...m

.

He

llo,

exc

use

me

...

..

D

id y

ou

?

/ W

ere

yo

u

?

T

ha

nks/

Bye

.../

Se

e

info

rma

si y

an

g

terd

apa

t d

ala

m

pe

rca

kapa

n

6.

Me

resp

on

u

ngk

ap

an

-un

gka

pan

ya

ng

te

rka

it m

ate

ri

1.

Ta

nya

jaw

ab

b

erb

ag

ai h

al t

erk

ait

tem

a/to

pik

ya

ng

a

kan

dib

ah

as

2.

Me

nd

aft

ar k

osa

kata

ya

ng

dig

un

aka

n

da

lam

pe

rcak

apa

n

3.

Me

ne

ntu

kan

mak

na

ko

saka

ta d

alam

d

aft

ar

4.

Me

ng

gu

naka

n

kosa

kata

d

ala

m

kalim

at

5.

Ta

nya

jaw

ab

M

ere

spo

n u

ng

kap

an

mem

inta

,mem

be

ri p

ers

etu

jua

n

M

ere

spo

n u

ng

kap

an

pe

rnya

taa

n

M

ere

spo

n u

ng

kap

an

mem

ber

i pe

rhat

ian

te

rhad

ap

pe

mb

ica

ra

M

en

ga

wa

li,

mem

per

pa

nja

ng a

n

men

utu

p p

erc

aka

pa

n

M

ere

spo

n u

ng

kap

an

Te

s lis

an

Te

s tu

lis

Me

resp

on

u

ngk

ap

an

Me

len

gka

pi

pe

rca

kapa

n

Lis

ten

to

th

e e

xpre

ssio

ns a

nd

giv

e y

ou

r re

spo

nse

to

the

m.

Lis

ten

to

th

e d

ialo

gu

e a

nd

co

mp

lete

th

e t

ext

4

x 4

0 m

en

it

1 B

uku

teks

yan

g re

leva

n 2

Scr

ipt

perc

akap

an

3 R

ekam

an

perc

akap

an

4 T

ape

reco

rder

5

Gam

bar

yang

re

leva

n


commit to user

67

67

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

m

ere

spon

pe

rnya

taa

n,

mem

ber

i pe

rhat

ian

te

rhad

ap

pe

mb

ica

ra,

men

ga

wa

li,

mem

per

pa

nja

ng,

da

n

men

utu

p p

erc

aka

pa

n,

da

n m

eng

aw

ali,

m

emp

erp

anj

ang

, d

an

m

enu

tup

pe

rca

kap

an

te

lep

on

you

.

Co

uld

I s

pe

ak

to .

...

ple

ase

?

N

ice

ta

lkin

g t

o y

ou

men

gg

una

kan

u

ngk

ap

an

un

gka

pa

n t

erk

ait

6.

Me

nir

uka

n u

ngk

ap

an

ya

ng

d

iuca

pka

n g

uru

7

. M

en

de

nga

rka

n p

erc

aka

pan

8

. M

en

jaw

ab

p

ert

anya

an

ten

tang

p

erc

aka

pan

men

ga

wa

li,

mem

per

pa

nja

ng d

an

m

enu

tup

pe

rca

kap

an

te

lep

on


commit to user

68

68

Sta

nda

r K

om

pete

nsi :

Men

deng

arka

n

8.

Me

mah

am

i m

akn

a

dala

m p

erc

aka

pa

n tr

ansa

ksio

na

l da

n in

terp

ers

ona

l pe

nde

k se

de

rha

na

un

tuk

be

rin

tera

ksi

de

nga

n li

ng

kun

gan

se

kita

r

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

M

eres

pon

mak

na y

ang

terd

apat

dal

am te

ks li

san

fung

sion

al p

ende

k se

derh

ana

seca

ra a

kura

t, la

ncar

, dan

be

rterim

a un

tuk

berin

tera

ksi

deng

an li

ngku

ngan

sek

itar

M

eres

pon

mak

na y

ang

terd

apat

dal

am m

onol

og

pend

ek s

eder

hana

sec

ara

akur

at, l

anca

r, d

an b

erte

rima

Tek

s fu

ngsi

onal

pen

dek

: -

Not

ices

-

Ikla

n T

ujua

n ko

mun

ikat

if te

ks

fung

sion

al p

ende

k :

- N

otic

es

- Ik

lan

Tek

s m

onol

og b

erbe

ntuk

:

-

narr

ativ

e

- re

coun

t

1. T

anya

jaw

ab te

ntan

g be

rbag

ai h

al

men

ggun

akan

kos

akat

a da

n un

gkap

an y

ang

tela

h di

pela

jari

2.

Rev

iew

ber

baga

i jen

is

teks

fung

sion

al p

ende

k ya

ng s

erin

g di

jum

pai

3. M

ende

ngar

kan

teks

fu

ngsi

onal

pen

dek

terk

ait t

ema/

topi

k te

rten

tu

4. M

enja

wab

ber

baga

i pe

rtany

aan

terk

ait

info

rmas

i dal

am ta

eks

fung

sion

al y

ang

dide

ngar

5.

Men

entu

kan

tuju

an

kom

unik

atif

dari

teks

ya

ng d

iden

gar

1.

Tan

ya ja

wab

ber

baga

i ha

l ter

kait

tem

a/to

pik/

jeni

s te

ks

M

engi

dent

ifika

si

berb

agai

info

rmas

i da

lam

teks

fung

sion

al

pend

ek n

otic

es d

an

ikla

n

Men

gide

ntifi

kasi

tuju

an

kom

unik

atif

teks

fu

ngsi

onal

pen

dek

M

engi

dent

ifika

si

berb

agai

info

rmas

i da

lam

teks

mon

olog

Tes

tulis

Tes

tulis

Mel

engk

api

rum

pang

Pili

han

gand

a

List

en to

the

dial

ogue

and

co

mpl

ete

the

follo

win

g te

xt.

List

en to

the

text

an

d ch

oose

the

4 x

40 m

enit

6

x 40

men

it

1. B

uku

teks

yan

g re

leva

n 2.

Scr

ipt t

eks

fung

sion

al

pend

ek

3. R

ekam

an te

ks

4. T

ape

reco

rder

5.

Con

toh

teks

fu

ngsi

onal

6.

Gam

bar

yang

re

leva

n 1.

Buk

u te

ks y

ang

rele

van


commit to user

69

69

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

un

tuk

berin

tera

ksi d

enga

n lin

gkun

gan

seki

tar

dala

m te

ks

berb

entu

k na

rrat

ive

dan

reco

unt

Tuj

uan

kom

unik

atif

teks

be

rben

tuk

:

- na

rrat

ive

- re

coun

t -

Nou

ns

- S

impl

e P

ast T

ense

-

Det

aile

d no

un p

hras

e -

Act

ion

verb

s -

Adj

ectu

ves

- A

dver

bial

s

2.

Elic

iting

cer

ita y

ang

dike

nal s

isw

a 3.

T

anya

jaw

ab te

ntan

g sa

lah

satu

cer

ita y

ang

dike

nal s

isw

a

-

toko

h, te

mpa

t

kej

adia

n

-

pro

blem

, sol

usi,

akh

ir ce

rita

4.

M

ende

ngar

kan

cerit

a te

rkai

t tem

a/to

pik

dari

guru

/tem

an

5.

Tan

ya ja

wab

tent

ang

info

rmas

i dal

am c

erita

ya

ng d

i den

gar

6.

Tan

ya ja

wab

tent

ang

tuju

an k

omun

ikat

if da

ri te

ks y

ang

di d

enga

r

nara

tive

Men

gide

ntifi

kasi

tuju

an

kom

unik

atif

teks

nar

atif

right

ans

wer

2.

Scr

ipt c

erita

na

ratif

3.

Rek

aman

cer

ita

4. T

ape

reco

rder


commit to user

70

70

Sta

ndar

Kom

pete

nsi :

Ber

bica

ra

9.

Me

ng

un

gkap

kan

mak

na

da

lam

pe

rca

kapa

n t

ran

saks

iona

l da

n in

terp

ers

on

al l

isan

pen

de

k se

de

rha

na

un

tuk

beri

nte

raks

i de

nga

n li

ng

kun

gan

se

kita

r

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

9.1

. Me

ng

un

gkap

kan

m

akn

a d

ala

m

pe

rca

kapa

n

tra

nsa

ksio

na

l (to

get

th

ing

s d

on

e)

da

n

inte

rpe

rso

na

l (b

ers

osia

lisa

si)

pen

de

k se

derh

ana

den

ga

n

men

gg

una

kan

ra

gam

b

aha

sa li

san

se

cara

a

kura

t, la

nca

r, d

an

b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

ga

n te

rdek

at

yan

g m

elib

atk

an

tind

ak

tutu

r: m

em

inta

, m

emb

eri,

me

no

lak

jasa

, m

em

inta

, m

emb

eri,

me

no

lak

ba

ran

g,

me

min

ta,

mem

ber

i da

n

men

gin

gka

ri in

form

asi,

Per

caka

pan

sing

kat m

emua

t un

gkap

an

ung

kapa

n :

A: D

o yo

u m

ind

lend

ing

me

som

e m

oney

? B

: No,

pro

blem

s A

: Can

I ha

ve a

bit?

B

: Sur

e, h

ere

you

are.

A

: Her

e is

som

e m

oney

for

you.

.

A: D

o yo

u lik

e it

? B

: Yes

, I d

o.

A: H

ave

you

done

it?

.

B

: I th

ink

it is

/ S

orry

sa

y an

y th

ing

1.

Men

gem

bang

kan

kosa

kata

terk

ait

deng

an je

nis

ungk

apan

dan

te

ma/

topi

k ya

ng te

rkai

t 2.

T

anya

jaw

ab te

ntan

g be

rbag

ai h

al

men

ggun

akan

un

gkap

an t

erka

it m

ater

i/top

ik.te

ma

yang

di

pill

ih

3.

Men

iruka

n un

gkap

an-

ungk

apan

terk

ait

mat

eri y

ang

diuc

apka

n gu

ru

4.

Latih

an b

erta

nya

dan

men

jaw

ab

men

ggun

akan

un

gkap

an y

ang

tela

h di

pela

jari

seca

ra

berp

asan

gan

5.

Ber

mai

n pe

ran

B

erta

nya

dan

men

jaw

ab

tent

ang

mem

inta

,mem

beri,

men

ola

k ja

sa

B

erta

nya

dan

men

jaw

ab

tent

ang

mem

inta

,mem

beri,

men

ola

k ba

rang

Ber

tany

a da

n m

enja

wab

te

ntan

g m

emin

ta,m

embe

ri da

n m

engi

ngka

ri in

form

asi

B

erta

nya

dan

men

jaw

ab

tent

ang

mem

inta

,mem

beri

dan

men

olak

pen

dapa

t

Ber

tany

a da

n m

enja

wab

te

ntan

g

T

es li

san

B

erm

ain

pera

n

C

reat

e a

dial

ogue

ba

sed

on th

e ro

le

card

s an

d pe

rfor

m

it in

fro

nt o

f the

cl

ass

4

x 40

men

it

1. B

uku

teks

yan

g re

leva

n 2.

Gam

bar

yang

re

leva

n 3.

Ben

da s

ekita

r


commit to user

71

71

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

m

emin

ta,

me

mbe

ri,

dan

m

eno

lak

pen

da

pat

, d

an

men

aw

ark

an

/

men

eri

ma

/ m

eno

lak

sesu

atu

9.2

. Me

ng

un

gkap

kan

m

akn

a d

ala

m

pe

rca

kapa

n

tra

nsa

ksio

na

l (to

get

th

ing

s d

on

e)

da

n

inte

rpe

rso

na

l (b

ers

osia

lisa

si)

pen

de

k se

derh

ana

den

ga

n

men

gg

una

kan

ra

gam

b

aha

sa li

san

se

cara

a

kura

t, la

nca

r, d

an

b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

ga

n te

rdek

at

yan

g m

elib

atk

an

tind

ak

A: W

ould

you

like

som

e ...

..?

B: Y

es, p

leas

e / N

o, T

hank

s T

eks

perc

akap

an m

emua

t un

gkap

an b

erik

ut:

A: w

hat i

f I d

o it

agai

n?

B: F

ine

with

me.

A

: I M

ust g

o no

w

B: D

o yo

u ha

ve to

? R

ight

. I

see

. H

m...

m y

eah

Hel

lo,e

xcus

e m

e D

id y

ou?

/ Wer

e yo

u?

Tha

nks/

Bye

/ se

e yo

u

mel

akuk

an

perc

akap

an

berd

asar

kan

situ

asi

yang

dib

erik

an

1. T

anya

jaw

ab

men

ggun

akan

ber

baga

i ko

saka

ta d

an u

ngka

pan

yang

tela

h di

pela

jari

2. M

ende

ngar

kan

yang

m

emua

t un

gkap

an-

ungk

apan

yan

g te

lah

dipe

laja

ri 3.

Men

jaw

ab p

erta

nyaa

n te

ntan

g is

i per

caka

pan

4. M

enja

wab

per

tany

aan

tent

ang

mak

na d

an

fung

si u

ngka

pan

terk

ait

5. M

engg

unak

an

ungk

apan

u

ngka

pan

terk

ait b

erda

sark

an

kont

eks

men

awar

kan,

men

erim

a,m

enol

ak s

esua

tu

B

erta

nya

dan

men

jaw

ab

tent

ang

mem

inta

,mem

beri

pers

etuj

uan

B

erta

nya

dan

men

jaw

ab

tent

ang

mer

espo

n pe

rnya

taan

Ber

tany

a da

n m

enja

wab

te

ntan

g m

embe

ri pe

rhat

ian

terh

adap

la

wan

bic

ara

M

enga

wal

i, m

empe

rpan

jang

m

enut

up p

erca

kapa

n

T

es li

san

B

erm

ain

pera

n

Cre

ate

a di

alog

ue

base

d on

the

role

ca

rds

and

perf

orm

it

in fr

ont

of th

e cl

ass.

4

x 40

men

it

1. B

uku

teks

yan

g re

leva

n 2.

Gam

bar

yang

re

leva

n 3.

Ben

da s

ekita

r 4.

Kar

tu p

eran


commit to user

72

72

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

tu

tur:

me

min

ta,

mem

ber

i pe

rset

uju

an

, m

ere

spon

pe

rnya

taa

n,

mem

ber

i pe

rhat

ian

te

rhad

ap

pe

mb

ica

ra,

men

ga

wa

li,

mem

per

pa

nja

ng,

da

n

men

utu

p p

erc

aka

pa

n,

sert

a m

en

ga

wa

li,

mem

per

pa

nja

ng,

da

n

men

utu

p p

erc

aka

pa

n

tele

po

n

Cou

ld I

spea

k to

..?

Nic

e ta

lkin

g to

you

.

6. B

erm

ain

pera

n m

engu

naka

n un

gkap

an

yang

tela

h di

pela

jari

M

enga

wal

i, m

empe

rpan

jang

m

enut

up p

erca

kapa

n te

lepo

n


commit to user

73

73

Sta

ndar

Kom

pete

nsi :

Ber

bica

ra

10

. M

en

gu

ngk

apka

n

ma

kna

da

lam

te

ks

lisa

n fu

ng

sio

na

l da

n m

on

olo

g p

end

ek

sed

erh

an

a b

erb

entu

k re

cou

nt,

da

n n

arr

ativ

e u

ntu

k be

rint

era

ksi

de

nga

n li

ng

kun

gan

se

kita

r

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

10

.1

Me

ng

un

gkap

kan

m

akn

a d

ala

m te

ks

lisa

n f

un

gsi

ona

l p

end

ek

sed

erh

an

a

de

nga

n

men

gg

una

kan

ra

gam

b

aha

sa li

san

se

cara

a

kura

t, la

nca

r d

an

be

rter

ima

un

tuk

be

rinte

raks

i de

ng

an

lin

gku

ng

an

seki

tar

Tek

s fu

ngsi

onal

pen

dek

:

-

Not

ices

- Ik

lan

1.

R

evie

w k

osak

ata

dan

ungk

apan

yan

g di

guna

kan

dala

m te

ks

fung

sion

al p

ende

k te

rkai

t mat

eri

2.

Mem

buat

kal

imat

se

derh

ana

untu

k:

- T

anda

-tan

da u

mum

(no

tices

) -

Men

gikl

anka

n

s

esua

tu

3.

M

emba

has

gam

bit-

gam

bit y

ang

serin

g m

uncu

l dal

am te

ks

fung

sion

al te

rkai

t 4.

M

embu

at s

ecar

a lis

an:

- N

otic

es

- Ik

lan

M

engu

ngka

pkan

sec

ara

lisan

teks

fung

sion

al :

-

Not

ices

- Ik

lan

B

erta

nya

dan

men

jaw

ab

seca

ra li

san

berb

agai

in

fo d

alam

teks

not

ices

da

n ik

lan

T

es li

san

in

stru

ksi

1. R

emin

d y

our

frie

nd n

ot to

sm

oke?

2.

adv

ertis

e on

e of

th

e pr

oduc

ts y

ou

know

4

x 40

men

it

1. B

uku

teks

yan

g re

leva

n 2.

Gam

bar

terk

ait

mat

eri d

an to

pik

3. B

enda

sek

itar

4. T

eks

bent

uk

khus

us:

- N

otiv

es

- ik

lan


commit to user

74

74

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

1

0.2

M

en

gu

ngk

ap k

an

mak

na

da

lam

m

ono

log

pe

nd

ek

sede

rha

na d

eng

an

m

eng

gu

naka

n r

aga

m

ba

hasa

lisa

n s

eca

ra

aku

rat,

lan

car,

da

n b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

ga

n se

kita

r d

ala

m te

ks b

erb

en

tuk

reco

un

t d

an

na

rra

tive

T

eks

mon

olog

be

rben

tuk

narr

ativ

e

-

Nou

ns

- S

impl

e P

ast T

ense

-

Det

aile

d no

un p

hras

e -

Act

ion

verb

s -

Adj

ectu

ves

- A

dver

bial

s

1.

Rev

iew

kos

akat

a da

n ta

ta b

ahas

a te

rkai

t je

nis

teks

nar

rativ

e da

n te

ma

yang

dip

ilih

2.

M

embu

at k

alim

at

sede

rhan

a se

cara

lis

an te

rkai

t ciri

-ciri

ke

baha

saan

teks

na

rrat

ive

- si

mpl

e pa

st

- pa

st c

ontin

uous

-

tem

pora

l

co

njun

ctio

ns

- co

nnec

tive

wor

ds

- ad

verb

s -

adje

ctiv

es

3.

Mel

akuk

an

perc

akap

an te

rkai

t ce

rita

popu

ler

di

kota

nya

men

ggun

akan

ga

mbi

t-ga

mbi

t yan

g se

suai

. C

onto

h:

terr

ible

!, H

ow th

en?,

F

irst,.

..., t

hen.

...,

final

ly...

4.

M

ence

ritak

an k

emba

li te

ks n

arat

ive

yang

pe

rnah

did

enga

r 5.

M

ence

ritak

an

berd

asar

kan

G

amba

r cer

ita p

opul

er.

Mel

akuk

an m

onol

og

pend

ek s

eder

hana

da

lam

ben

tuk

narr

ativ

e da

n re

coun

t

pe

rform

ance

berm

onol

og

1.

Ret

ell a

sto

ry

that

you

kno

w

very

wel

l. 2.

T

ell

a st

ory

base

d on

the

serie

s of

a

pict

ures

giv

en.

8

x 40

men

it 1.

Buk

u te

ks

ya

ng r

elev

an

2.G

amba

r ya

ng

rele

van

3.B

enda

sek

itar

4. B

uku

cerit

a

dala

m b

ahas

a In

ggris


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75

Sta

ndar

Kom

pete

nsi :

Mem

baca

11

. M

em

aha

mi m

akn

a d

ala

m e

sei p

en

dek

se

derh

ana

be

rbe

ntu

k re

cou

nt,

da

n n

arr

ativ

e u

ntu

k be

rin

tera

ksi d

eng

an

lin

gku

nga

n s

eki

tar

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

11.1

Mem

baca

nya

ring

berm

akna

teks

fung

sion

al

dan

essa

i pen

dek

sede

rhan

a be

rben

tuk

reco

unt d

an n

arra

tive

de

ngan

uca

pan,

teka

nan

dan

into

nasi

yan

g be

rterim

a ya

ng b

erka

itan

deng

an li

ngku

ngan

sek

itar

T

eks

Ess

ai b

erbe

ntuk

na

rrat

ive

/ rec

ount

Ciri

keb

ahas

aan

Tek

s E

ssai

ber

bent

uk

na

rrat

ive

/ rec

ount

T

ujua

n ko

mun

ikat

if te

ks

essa

i nar

ratif

/ re

coun

t

Lang

kah

reto

rika

narr

ativ

e / r

ecou

nt

Tuj

uan

kom

unik

atif

teks

-

Nou

ns

- S

impl

e P

ast T

ense

-

Det

aile

d no

un p

hras

e -

Act

ion

verb

s -

Adj

ectu

ves

- A

dver

bial

s

1.

Tan

ya ja

wab

m

enge

mba

ngka

n ko

saka

ta b

erda

sark

an

gam

bar

cerit

a po

pula

r 2.

T

anya

jaw

ab m

engg

ali

info

rmas

i dal

am c

erita

be

rdas

arka

n ga

mba

r 3.

M

ende

ngar

kan

teks

na

rrat

ive

/ rec

ount

ya

ng d

ibac

a gu

ru

4.

Mem

baca

nya

ring

teks

na

rrat

ive

/ rec

ount

de

ngan

uca

pan

dan

into

nasi

yan

g be

nar

5.

Men

jaw

ab b

erba

gai

perta

nyaa

n te

ntan

g in

form

asi d

alam

teks

ya

ng d

i bac

a 6.

M

enen

tuka

n tu

juan

ko

mun

ikat

if te

ks

narr

ativ

e / r

ecou

nt

yang

di b

aca

7.

Men

entu

kan

lang

kah

reto

rika

dari

teks

na

rrat

ive

/ rec

ount

M

emba

ca n

yarin

g da

n be

rmak

na te

ks e

ssai

be

rben

tuk

narr

ativ

e /

reco

unt

M

engi

dent

ifika

si

berb

agai

mak

na te

ks

narr

ativ

e / r

ecou

nt

M

engi

dent

ifika

si tu

juan

ko

mun

ikat

if te

ks

narr

ativ

e / r

ecou

nt

M

engi

dent

ifika

si

lang

kah

reto

rika

dan

ciri

keba

hasa

an te

ks

narr

ativ

e / r

ecou

nt

U

njuk

ker

ja

T

es tu

lisan

M

emba

ca

nyar

ing

P

iliha

n ga

nda

Isia

n si

ngka

t P

erta

nyaa

n te

rtul

is

R

ead

the

stor

y al

oud.

C

hoos

e th

e rig

ht

answ

er b

ased

on

the

text

. C

ompl

ete

the

follo

win

g se

nten

ces

usin

g th

e in

form

atio

n fro

m

the

text

. A

nsw

er th

e fo

llow

ing

ques

tions

ba

sed

on th

e te

xt.

8

x 40

men

it

1.B

uku

teks

yang

rel

evan

2.

Buk

u ce

rita

baha

sa In

ggris

3.

Gam

bar

-

gam

bar

terk

ait

cerit

a 4.

Rek

aman

cer

ita

5. T

ape

rec

orde

r 6.

CD

7.

VC

D p

laye

r

11.3

Mer

espo

n m

akna

da

n la

ngka

h re

torik

a da

lam

ese

i pen

dek

sede

rhan

a se

cara

ak

urat

, lan

car

dan

berte

rima

yang

be

rkai

tan

deng

an

lingk

unga

n se

kita

r da

lam

teks

ber

bent

uk

reco

unt d

an n

arar

ativ

e


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76

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

11

.2

Mer

espo

n m

akna

dal

am

teks

tulis

fung

sion

al

pend

ek s

eder

hana

se

cara

aku

rat,

lanc

ar

dan

bert

erim

a ya

ng

berk

aita

n de

ngan

lin

gkun

gan

seki

tar

Tek

s fu

ngsi

onal

: -

und

anga

n -

pen

gum

uman

-

pes

an

Tuj

uan

kom

unik

atif

Ciri

keb

ahas

aan

yang

di b

aca

8.

Men

entu

kan

ciri

ke

baha

saan

teks

na

rrat

ive

/ rec

ount

ya

ng d

i bac

a 9.

M

emba

ca te

ks

narr

ativ

e / r

ecou

nt

lain

nya

1.

M

ence

rmat

i tek

s fu

ngsi

onal

pen

dek

terk

ait m

ater

i 2.

M

enye

butk

an je

nis

teks

fu

ngsi

onal

yan

g di

cerm

ati

3.

Mem

baca

nya

ring

teks

fu

ngsi

onal

terk

ait m

ater

i 4.

M

enja

wab

per

tany

aan

tent

ang

info

rmas

i yan

g te

rdap

at d

alam

teks

5.

M

enye

butk

an c

iri-c

iri

teks

fung

sion

al y

ang

diba

ca

6.

Mem

baca

teks

fu

ngsi

onal

pen

dek

lain

nya

dari

berb

agai

su

mbe

r

M

engi

dent

ifika

si

berb

agai

info

rmas

i da

lam

teks

fung

sion

al

M

engi

dent

ifika

si tu

juan

ko

mun

ikat

if te

ks

fung

sion

al

M

engi

nden

tifik

asi c

iri

keba

hasa

an te

ks

fung

sion

al

T

es tu

lis

P

G

Cho

ose

the

best

op

tion,

a,b

,c o

r d

2

x 40

men

it

1.

Buk

u te

ks y

ang

rele

van

2. C

onto

h te

ks

fung

sion

al

3. G

amba

r te

rkai

t m

ater

i dan

to

pik

4. B

enda

sek

itar


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77

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en


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78

Sta

ndar

Kom

pete

nsi :

Me

nulis

12

. M

en

gu

ngk

apka

n m

akn

a

dala

m t

eks

tu

lis f

un

gsi

on

al d

an

ese

i pen

de

k se

de

rha

na

be

rbe

ntu

k re

cou

nt d

an

na

rra

tive

un

tuk

be

rin

tera

ksi

de

nga

n li

ng

kun

gan

se

kita

r

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

12

.1.

Me

ng

un

gkap

kan

m

akn

a d

ala

m b

ent

uk

teks

tu

lis f

un

gsio

na

l p

end

ek

sed

erh

an

a

de

nga

n m

en

ggu

na

kan

ra

ga

m b

aha

sa t

ulis

se

cara

aku

rat,

lan

car

da

n b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

gan

se

kita

r

12

.2.

Me

ng

un

gkap

kan

m

akn

a d

an

lan

gka

h

reto

rika

da

lam

ese

i p

end

ek

sed

erh

an

a

de

nga

n m

en

ggu

na

kan

ra

ga

m b

aha

sa t

ulis

se

cara

aku

rat,

lan

car

da

n b

ert

erim

a u

ntu

k b

erin

tera

ksi d

en

ga

n

ling

kun

ga

n se

kita

r

Tek

s fu

ngsi

onal

:

- N

otic

es

- Ik

lan

Com

man

d an

d re

ques

t

Tek

s E

ssai

nar

rativ

e /

reco

unt

C

iri k

ebah

asaa

n te

ks

narr

ativ

e / r

ecou

nt

La

ngka

h re

torik

a te

ks

narr

ativ

e / r

ecou

nt

T

ujua

n ko

mun

ikat

if te

ks

- N

ouns

1.

Rev

iew

tuju

an

kom

unik

atif

dan

ciri

-ci

ri ke

baha

saan

teks

fu

ngsi

onal

pen

dek

terk

ait m

ater

i 2.

M

enul

is k

alim

at

sede

rhan

a un

tuk

tand

a-t

anda

um

um

(not

ices

) dan

ikla

n

3.

Mel

engk

api t

aeks

fu

ngsi

onal

pen

dek

4.

Men

ulis

teks

fu

ngsi

onal

pen

dek

1.

R

evie

w c

iri

keba

hasa

an te

ks

narr

ativ

e 2.

M

embu

at k

alim

at

sede

rhan

a te

rkai

t tek

s na

rrat

ive

3.

Men

gem

bang

kan

lang

kah

reto

rika

teks

re

coun

t dan

nar

rativ

e

4.

Mem

buat

dra

ft te

ks

reco

unt d

an n

arra

tive

Men

ulis

teks

fung

sion

al

pend

ek b

erbe

ntuk

:

- N

otic

es

- Ik

lan

M

enul

is te

ks p

ende

k da

n se

derh

ana

dala

m b

entu

k

na

rrat

ive

den

gan

lang

kah

reto

rika

yang

ben

ar

T

es tu

lis

T

es te

rtul

is

E

ssay

com

plet

ion

es

say

1.

Writ

e se

nten

ces

base

d on

the

situ

atio

n gi

ven.

2.

Com

plet

e th

e te

xt

usin

g su

itabl

e w

ord/

wor

ds.

3. W

rite

a te

xt o

f ad

vert

isem

ent.

W

rite

a sh

ort

narr

ativ

e te

xt b

ased

on

: a.

The

sto

ry y

ou

have

eve

r rea

d.

b. S

erie

s of

pi

ctur

es g

iven

.

2

x 40

men

it

8 x

40 m

enit

1. B

uku

teks

yan

g re

leva

n 2.

Con

toh

teks

fu

ngsi

onal

3.

Gam

bar

terk

ait

mat

eri d

an to

pik

4. B

enda

sek

itar

1.B

uku

teks

yang

rel

evan

2.

Buk

u ce

rita

baha

sa In

ggris

3.

Gam

bar

-

gam

bar

terk

ait

cerit

a


commit to user

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79

K

om

pe

ten

si

Da

sar

Ma

teri

P

oko

k/P

em

bela

jara

n

Ke

gia

tan

Pem

be

laja

ran

In

dik

ato

r P

en

ilaia

n

Alo

kasi

W

akt

u

Su

mb

er

B

ela

jar

Te

knik

B

en

tuk

In

stru

me

n

Co

nto

h

Inst

rum

en

b

erb

en

tuk

rec

ou

nt

da

n n

arr

ativ

e

- S

impl

e P

ast T

ense

-

Det

aile

d no

un p

hras

e -

Act

ion

verb

s -

Adj

ectu

ves

- A

dver

bial

s

5.

Men

ulis

teks

rec

ount

da

n na

rrat

ive

berd

asar

kan

draf

t yan

g di

buat

6.

M

emaj

ang

hasi

l tul

isan

di

din

ding

Men

geta

hui

Boy

olal

i, 14

Jul

i 201

1 K

epal

a SM

P N

EG

ER

I 2 A

MPE

L

Gur

u M

ata

Pela

jara

n,

RR

. BIN

AR

NI,

S.Pd

A

rni M

asru

tti, A

md.

Pd

NIP

. 19

6209

0319

8511

2001

NIP

. 195

9060

2197

9032

001


commit to user

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LESSON PLANE CYCLE 1

(1 st meeting)

Subject :English

School : SMP Negeri 2 Ampel

Class : VIII

Semester : 2

Time Allotment

Academic Year : 2011 / 2012

1. STANDARD COMPETENCE

Writing

Expressing meaning in written functional texts and short essays very

simple form of a narrative to interact with the immediate environment

2. BASIC COMPETENCE

2.1 Expressing meaning in short functional written text using a variety of

simple written language accurately, smoothly and thankful to interact with

their surroundings.

2.2 Expressing meaning and rhetorical steps in simple short essays using a

variety of written language accurately, smoothly and thankful to interact

with the environment around the form of a narrative.

3. INDICATORS

3.1 Students are able to write declarative sentences in past tense related with

the picture series.

3.2 Students are able to write declarative sentences which indicate opening

and closing sentences of paragraph based on the picture series.

3.3 Students are able to write a short paragraph consist of topic sentence and

supporting sentences based on the picture series.

3.4 Students are able to write a paragraph of orientation, complication, and

resolution in group based on the picture series.


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3.5 Students are able to write a full paragraph of narrative based on the story

in the picture series.

4. TEACHING MATERIALS

4.1 Guiding Questions.

4.2

4.3 Note of Genre Narrative

4.4 Past Tense

4.5 Temporal conjunction

5. TEACHING METHOD

5.1 Asking and Answering questions

5.2 Guiding

5.3 Task

6. TEACHING MEDIA / SOURCE

6.1 White Board

6.2 mouse deer and sna

7. LEARNING ACTIVITIES

ACTIVITIES TIME LIFE SKILL

1. OPENING

2. MAIN ACTIVITIES

A. BKOF

Teacher asks the students to mention

the example of narrative story, such

as legend, fable, fairytale, etc.

Students respond the questions given

by the teacher related with the above

story, which have been heard by the

students, like characters, setting,

climax, etc.

Teacher introduces about a story will

be given to the students.

Speaking


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B. MODELLING

Teacher show the picture series of

narrative story which has been

introduced to the students from

beginning until the end.

Teacher show the picture series once

again by explain one by one each

parts of picture technique and gives

the guiding questions to the students.

Students are guided to analyze the

picture series that has been showed

by answering the questions given by

the teacher and allowed to take notes

in their books.

Students are guided to find the detail

information from the picture series

which has been showed.

Students are guided to determine the

main idea from the each part of

picture series.

Students are guided to make the

outline based on the picture series

which has been discussed before by

paying attention to the generic

structure of narrative text.

C. JOIN CONSTRUCTION

Students work in group of five and

asked to write some declarative

sentences in past tense which consist

of detail information based on the

picture series.

Viewing and listening

Speaking and Writing

Writing

Writing

Writing


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Students write declarative sentences

which indicate an opening and

closing sentences based on the

pictures series.

Some students write their own

sentences in the white board.

Teacher guides the students to

3. CLOSING

Writing

Writing


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MATERIALS

A. Guiding Questions

1. Have you ever seen the picture series before?

2. Have you ever heard about the story like the example?

3. What kind of story based on the picture series?

4. Do you like picture series you have seen? Why?

B. Picture series

C. Questions

1. How many characters are in the picture series?

2. Who are they?

3. What is the characteristic of the mouse deer?

4. What is the characteristic of the snail?

5. What is the mouse deer problem?

6. Ho does the snail solve the problem?

7. How does the story end?

D. Outline

CHARACTERS :

SETTINGS :

SEQUENCE OF EVENTS :

1.

ORIENTATION :

3.


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2. RESOLUTION :

MORAL :

Note :

Narrative

Purpose :

To amuse or entertain the readers with actual or imaginary experiences

in difference way. Narrative always deals with some problems which lead to

the climax and then turn into a solution to the problem.

Generic Structure :

Orientation

(Introduction) in which the characters, setting and time of the story are

established. Usually answers who? When? Where?

Complication or problem

A problem arises followed by other problems.

Resolution

Solution to the problem.


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Boyolali, February 2nd 2012

Teacher Researcher

Arni Masrutti, Amd. Pd Martias Wahyuning Imastuti

NIP. 195906021979032001 NIM. X 2209029

Language Features :

Action verbs: Action verbs provide interest to the writing (talk,

run, fall)

Written in the first person (I, We) or the third person (he, she,

they).

The use of simple past tense .

Connectives, linking words to do with time (finally, then, after that

)


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(2 ndmeeting)

Subject :English


Class : VIII

Semester : 2

Time Allotment



Writing


simple form of a narrative to interact with the immediate environment.

9. BASIC COMPETENCE


simple written language accurately, smoothly and thankful to interact

with their surroundings.


variety of written language accurately, smoothly and thankful to

interact with the environment around the form of a narrative.

10. INDICATORS

10.1 Students are able to write declarative sentences in past tense related

with the picture series.

10.2 Students are able to write declarative sentences which indicate

opening and closing sentences of paragraph based on the picture series.


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10.3 Students are able to write a short paragraph consist of topic

sentence and supporting sentences based on the picture series.

10.4 Students are able to write a paragraph of orientation, complication,

and resolution in group based on the picture series.

10.5 Students are able to write a full paragraph of narrative based on

the story in the picture series.



11.2


11.4 Past Tense


12. TEACHING METHOD


12.2 Guiding

12.3 Task


13.1 White Board

13.2



4. OPENING

Greeting

Review the last lesson by responding

story.

5. MAIN ACTIVITIES

D. MODELLING

Teacher shows the same picture series

to review the last lesson to the

Speaking

Viewing and Listening


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students.

E. INDEPENDENT CONSTRUCTION

Students are asked to write a full

composition from the beginning

(orientation) to the end (resolution)

based on the picture series which has

been discussed before by paying

attention to the outline which has

been made by the students and the

language features of narrative.

6. CLOSING

Writing

15.

Using writing narrative rubric for junior/ intermediate

6 10 11 15 16 20 21 25

Reasoning Only a few

simple idea

Very view

supporting

details

Use simple ideas

Some supporting

details

Developed

ideas

Sufficient

supporting

details

Well developed,

interesting ideas

Many

descriptive

details

Communicati

on

Unclear purpose

Limited

vocabulary

Simple sentences

The purpose of

the writing is

somewhat clear.

Some vocabulary

A limited-stop

variety of

sentences

Clear purpose

A wide variety

of vocabulary

A varieties of

sentences

Clear purpose

and engaged the

reader.

Extensive

vocabulary

A wide variety

of sentences


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Organization Has no clear

beginning,

middle or

ending

Unconnected

ideas and details

and have no

paragraph

structure

Shows come

evidence of a

beginning,

middle and

ending.

Includes ideas

and details that

are somewhat

connected with

paragraph

Has a clear

beginning,

middle and

ending.

Has sentences

that are linked

together in

paragraphs

Flows

smoothly,

progressing

logically from

the beginning to

the middle to

the ending.

Has sentences

that are clearly

organized in

paragraphs

Conventions Several

grammar,

spelling and

punctuation

errors or

omissions

Several minor

grammar,

spelling or

punctuation

errors and

omissions

Only a few

grammar,

spelling or

punctuation

errors or

omissions

Practically no

grammar,

spelling or

punctuation

errors or

omissions

SCORE MIN : 24

SCORE MAX : 100

Boyolali, February 4th 2012

Teacher Researcher


NIP. 195906021979032001 NIM. X 2209029


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(2 ndmeeting)

Subject :English


Class : VIII

Semester : 2

Time Allotment



Writing


simple form of a narrative to interact with the immediate environment.

17. BASIC COMPETENCE







18. INDICATORS






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19.2


19.4 Past Tense


20. TEACHING METHOD


20.2 Guiding

20.3 Task


21.1 White Board

21.2



7. OPENING

Greeting


rative

story.

8. MAIN ACTIVITIES

F. MODELLING



Speaking



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students.

G. INDEPENDENT CONSTRUCTION









9. CLOSING

Writing

23.


6 10 11 15 16 20 21 25


simple idea

Very view

supporting

details

Use simple ideas

Some supporting

details

Developed

ideas

Sufficient

supporting

details

Well developed,

interesting ideas

Many

descriptive

details

Communicati

on

Unclear purpose

Limited

vocabulary

Simple sentences

The purpose of

the writing is

somewhat clear.

Some vocabulary

A limited-stop

variety of

sentences

Clear purpose

A wide variety

of vocabulary

A varieties of

sentences

Clear purpose

and engaged the

reader.

Extensive

vocabulary

A wide variety

of sentences


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95


beginning,

middle or

ending

Unconnected

ideas and details

and have no

paragraph

structure

Shows come

evidence of a

beginning,

middle and

ending.

Includes ideas

and details that

are somewhat

connected with

paragraph

Has a clear

beginning,

middle and

ending.

Has sentences

that are linked

together in

paragraphs

Flows

smoothly,

progressing

logically from

the beginning to

the middle to

the ending.

Has sentences

that are clearly

organized in

paragraphs

Conventions Several

grammar,

spelling and

punctuation

errors or

omissions

Several minor

grammar,

spelling or

punctuation

errors and

omissions

Only a few

grammar,

spelling or

punctuation

errors or

omissions

Practically no

grammar,

spelling or

punctuation

errors or

omissions

SCORE MIN : 24

SCORE MAX : 100

Boyolali, February 4th 2012

Teacher Researcher


NIP. 195906021979032001 NIM. X 2209029


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96


(2 ndmeeting)

Subject :English


Class : VIII

Semester : 2

Time Allotment



Writing










26. INDICATORS






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97









27.2 bawang merah & bawang putih


27.4 Past Tense


28. TEACHING METHOD


28.2 Guiding

28.3 Task


29.1 White Board

29.2



10. OPENING

11. MAIN ACTIVITIES

H. BKOF

Teacher asks the students to mention

the example of narrative story, such

as legend, fable, fairytale, etc.

Students respond the questions given

by the teacher related with the above

story, which have been heard by the

Speaking


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98

students, like characters, setting,

climax, etc.

Teacher introduces about a story will

be given to the students.

I. MODELLING

Teacher show the picture series of

narrative story which has been

introduced to the students from

beginning until the end.

Teacher show the picture series once

again by explain one by one each

parts of picture technique and gives

the guiding questions to the students.

Students are guided to analyze the

picture series that has been showed

by answering the questions given by

the teacher and allowed to take notes

in their books.

Students are guided to find the detail

information from the picture series

which has been showed.

Students are guided to determine the

main idea from the each part of

picture series.

Students are guided to make the

outline based on the picture series

which has been discussed before by

paying attention to the generic

structure of narrative text.

J. JOIN CONSTRUCTION

Students work in group of five and

Viewing and listening

Speaking and Writing

Writing

Writing

Writing


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99

asked to write some declarative

sentences in past tense which consist

of detail information based on the

picture series.

Students write declarative sentences

which indicate an opening and

closing sentences based on the

pictures series.

Some students write their own

sentences in the white board.

Teacher guides the students to

12. CLOSING

Writing

Writing

MATERIALS

E. Guiding Questions

5. Have you heard this story before?

6. What kind of story it is?

7. Is it interesting story?

8. Do you like picture series you have seen? Why?

F. Picture series


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G. Questions

8. How many characters are in the picture series?

9. Who are they?

10. What is the characteristic of Bawang Putih?

11. What is the characteristic of Bawang Merah?

12. What is the characteristic of their mother?

13. What is Bawang Putih problem?

14. Ho does Bawang Putih solve the problem?

15. How does the story end?

H. Outline

CHARACTERS :

SETTINGS :

SEQUENCE OF EVENTS :

2.

ORIENTATION :

3.


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4.

RESOLUTION :

MORAL :

Note :

Narrative

Purpose :

To amuse or entertain the readers with actual or imaginary experiences

in difference way. Narrative always deals with some problems which lead to

the climax and then turn into a solution to the problem.

Generic Structure :

Orientation

(Introduction) in which the characters, setting and time of the story are

established. Usually answers who? When? Where?

Complication or problem

A problem arises followed by other problems.

Resolution

Solution to the problem.


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102

Boyolali, February 11 th 2012

Teacher Researcher


NIP. 195906021979032001 NIM. X 2209029

Language Features :

Action verbs: Action verbs provide interest to the writing (talk,

run, fall)

Written in the first person (I, We) or the third person (he, she,

they).

The use of simple past tense .

Connectives, linking words to do with time (finally, then, after that

)


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103


(3 rd meeting)

Subject :English


Class : VIII

Semester : 2

Time Allotment



Writing










33. INDICATORS






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104









34.2 Pictur bawang merah & bawang putih


34.4 Past Tense


35. TEACHING METHOD


35.2 Guiding

35.3 Task


36.1 White Board

36.2 bawang merah & bawang p



13. OPENING

Greeting


story.

14. MAIN ACTIVITIES

K. MODELLING



Speaking



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students.

L. INDEPENDENT CONSTRUCTION









15. CLOSING

Writing

38.


6 10 11 15 16 20 21 25


simple idea

Very view

supporting

details

Use simple ideas

Some supporting

details

Developed

ideas

Sufficient

supporting

details

Well developed,

interesting ideas

Many

descriptive

details

Communicati

on

Unclear purpose

Limited

vocabulary

Simple sentences

The purpose of

the writing is

somewhat clear.

Some vocabulary

A limited-stop

variety of

sentences

Clear purpose

A wide variety

of vocabulary

A varieties of

sentences

Clear purpose

and engaged the

reader.

Extensive

vocabulary

A wide variety

of sentences


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106

106


beginning,

middle or

ending

Unconnected

ideas and details

and have no

paragraph

structure

Shows come

evidence of a

beginning,

middle and

ending.

Includes ideas

and details that

are somewhat

connected with

paragraph

Has a clear

beginning,

middle and

ending.

Has sentences

that are linked

together in

paragraphs

Flows

smoothly,

progressing

logically from

the beginning to

the middle to

the ending.

Has sentences

that are clearly

organized in

paragraphs

Conventions Several

grammar,

spelling and

punctuation

errors or

omissions

Several minor

grammar,

spelling or

punctuation

errors and

omissions

Only a few

grammar,

spelling or

punctuation

errors or

omissions

Practically no

grammar,

spelling or

punctuation

errors or

omissions

SCORE MIN : 24

SCORE MAX : 100

Boyolali, February16 th 2012

Teacher Researcher


NIP. 195906021979032001 NIM. X 2209029


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DAFTAR ABSENSI ANAK KELAS VIII A SEMESTER GENAP SMP NEGERI 2 AMPEL KAB. BOYOLALI TAHUN PELAJARAN 2011/ 2012

NAMA SISWA 1. ABDUL FATAH 2. ABDUL LATIF 3. ADDINAR MUFTI 4. ADI YULIANTO 5. ADITYA HARYOKO 6. AGUS INDRAWAN 7. AILY RAHMAWATI 8. AISYIYAH PUTRI A 9. BELLA EKA S 10. BINTARI LISTYANI 11. DENNY TRI P 12. DHIMAS WAHYU 13. DIMAS SAPUTRA 14. DWI ARIYANI 15. DWI RIYANTA 14. ERISA IKA HARJANI 16. ERNA AMBARWATI 17. ERNI AMBARSARI 18. JEFRY ANDARA PUTRA 19. JOHANSYAH M 20. JOKO SUTARTO 21. KARTIKA DEWI R 22. LATIFATUL M 23. LESTARI ANGGRAENI 24. OKTIYANI SRI N 25. PUJI RAHAYUNINGSIH 26. PUJIATI 27. SINTA RATNANINGTYAS 28. SITI FATIMAH 29. TRI AGUNG SAPUTRA 30. TRI HARTONO 31. TUNTUN PUTRIASIH 32. TUTUT RINA HAPSARI 33. VIKA INDRIYANI 34. YESI AGUSTIN


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QUESTIONNAIRE NAMA : KELAS : Petunjuk:

1. Questionnaire in bertujuan untuk menghimpun data dan tidak berpengaruh apapun terhadap siapapun, sehingga jawablah dengan sejujur jujurnya.

2. Berilah tanggapan pernyataan pernyataan di bawah ini dengan member tanda centang ( ) pada kotak sebelah kanan di bawah angka 5,4,3,2,1 (5: sangat setuju, 4: setuju, 3: netral. 2: ridak setuju, 1: sangat tidak setuju).

3. Terima kasih atas partisipasi Anda.

No Pernyataan 5 4 3 2 1 1 Saya menyukain pelajaran bahasa inggris 2 Saya berpartisipasi dengan baik dalam pelajaran

bahasa inggris

3 Saya menyukai pelajaran menulis bahasa inggris 4 Menulis berbahasa inggris adalah pelajaran yang

mudah bagi saya

5 Saya sering membuat sebuah karangan dalam bahasa inggris

6 Saya hanya membutuhkan sedikit waktu untuk membuat sebuah karangan dalam bahasa inggris

7 Saya mudah mengembangkan ide menjadi sebuah karangan berbahasa inggris

8 Guru bahasa inggris saya sering menyuruh siswa untuk membuat karangan berbahasa inggris

9 Guru bahasa inggris saya mengajarkan teknik menulis,

a. Menggunakan table b. Menggunakan benda benda nyata c. Menggunakan video/ film d. Menggunakan papan tulis e. Menggunakan penjelasan lisan

10 Aplikasi penggunaan gambar, warna, symbol, animasi dan imaginasi dapat meningkatkan kemampuan menulis bahasa inggris saya.

QUESTIONNAIRE NAMA : KELAS :


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1. Questionnaire ini bertujuan untuk menghimpun data akhir penelitian dan tidak berpengaruh apapun terhadap siapapun, sehingga jawablah dengan sejujur jujurnya.

2. Beri tanggapan pernyataan pernyataan di bawah ini dengan member tanda centang ( ) pada kotak sebelah kanan bawah angka (4,3,2,1) (4: sangat setuju, 3: setuju, 2: tidak setuju, 1: sangat tidak setuju).

3. Terima kasih atas partisipasi Anda.

No Pernyataan 4 3 2 1 A. Kemampuan memahami teks bahasa inggris

1 Saya mendapatkan ide yang dapat saya tulis setelah melihat gambar bersambung (picture series)

2 Saya dapat lebih mudah mengembangkan ide dalam karangan berbahasa inggris setelah saya melihat picture series

3 Saya dapat membuat karangan narasi berbahasa inggris secara lebih detail setelah melihat picture series

4 Saya dapat membuat karangan narasi berbahasa inggris dengan bagian bagian yang lebih jelas (orientation, complication, resolution) setelah melihat picture series

5 Saya dapat membuat kalimat pembuka dan penutup yang lebih jelas etelah melihat picture series

6 Picture series dapat meningkatkan kemampuan menulis bahasa inggris saya

B. Ketertarikan dan motivasi menulis bahasa inggris 7 Saya lebih semangat dalam mengikuti pelajaran

jika materinya disampaikan dengan media yang menarik seperti picture series

8 Menurut saya pelajaran menulis bahasa inggris menjadi menarik jika disampaikan dengan media yang menarik seperti picture series

9 Saya senang jika pelajaran menulis bahasa inggris menggunakan picture series

10 Saya merasa terbantu ketika menulis karangan bahasa inggris dengan alat bantu picture series

11 Picture series memberikan gambaran kepada saya tentang topic yang saya tulis


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PRE TEST

WRITING TEST

NARRATIVE TEXT

Subject : English

Time allotment : 40

Instruction:

Write a folktale/legend that you have already known in a narrative form. Write

your narrative in 15 sentences. Your writing will be scored from the following

aspects:

a. Content: the agreement with the title chosen.

b. Organization: paragraph unity, coherence, and cohesion.

c. Vocabulary: the precision of using vocabulary.

d. Language Use or Grammar: tenses and pattern.

e. Mechanics: spelling, capitalization and punctuation.


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POST TEST

WRITING TEST

NARRATIVE TEXT

Subject : English

Time allotment : 40

Instruction:

Write a folktale/legend that you have already known in a narrative form. Write

your narrative in 15 sentences. Your writing will be scored from the following

aspects:

a. Content: the agreement with the title chosen.

b. Organization: paragraph unity, coherence, and cohesion.

c. Vocabulary: the precision of using vocabulary.

d. Language Use or Grammar: tenses and pattern.

e. Mechanics: spelling, capitalization and punctuation.


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